•ECERS-3 is the latest version of a widely used tool for assessing preschool classroom quality.•EFA resulted in 4 factors: Learning Opportunities, Gross Motor, Teacher Interactions, Math ...Activities.•Almost all correlations among ECERS-3 Total Score, ECERS-3 subscales, and CLASS Pre-K domains were significant and moderate.•Few associations found with growth in early academics and social skills.•ECERS-3 Total Score and two factors were related to growth in executive function, though effect sizes were small.
The Early Childhood Environment Rating Scale – Third Edition (ECERS-3) is the latest version of one of the most widely used observational tools for assessing the quality of classrooms serving preschool-aged children. This study was the first assessment of its factor structure and validity, an important step given its widespread use. An ECERS-3 observation was conducted in 1063 preschool classrooms in three states. In a subset of those classrooms (n = 119), Classroom Assessment Scoring System – Pre-K (CLASS Pre-K) and child assessment data were also collected. Analyses of the ECERS-3 suggested that a single factor does not adequately capture item variability. Of the solutions tested, the four-factor (Learning Opportunities, Gross Motor, Teacher Interactions, and Math Activities) provided the best combination of statistical support and theoretical utility. In general, the ECERS-3 Total Score and the four factors were moderately correlated with the three domains of the CLASS Pre-K. ECERS-3 Total Score, Learning Opportunities, and Teacher Interactions were positively related to growth in executive function, as were all three domains of the CLASS Pre-K. However, all significant associations were small, and most tested associations between ECERS-3 scores and children’s growth, and between CLASS Pre-K and children’s growth, were not significant. Results are discussed in terms of their implications for measuring preschool quality.
Racial inequity has long been an issue in the educational system. In recent years, researchers and policy makers have begun to recognize the role of implicit bias in the disproportionate number of ...African American children who are suspended or expelled from school. Particular attention is being given to the use of exclusionary practices in early childhood settings. This article defines implicit bias, its relationship to exclusionary practices in early education programs, and offers specific recommendations for teachers, practitioners, administrators, and policy makers as they attempt to reduce the effect of implicit bias on suspension and expulsion policies within states, districts, and schools.
In recent years, increased attention has been given to executive function and its relationship to the overall learning and development of young children. Because of this, it is essential that ...educators have the skills needed to effectively facilitate the development of executive function throughout early childhood. The focus of the current paper is to provide early childhood practitioners, teacher educators, and researchers with (1) background information about executive function, and (2) findings from a recent large-scale study that provide preliminary information about specific aspects of the learning environment that may support executive function development. In addition, a discussion surrounding implications for practice, particularly related to supporting pre- and in-service teachers as they acquire the skills needed to effectively support young children's development of executive function skills, is provided. Finally, potential avenues of future research that focus on understanding the role of the learning environment on executive function development are outlined.
This study contributes to the discussion regarding the relationship between teachers' knowledge about effective teacher-child interactions, beliefs about children, and observed teacher-children ...interaction practice in Chinese kindergartens. Data were collected among 164 Chinese kindergarten teachers through questionnaires and classroom observations. Findings revealed: (a) the significant association between teachers' knowledge, beliefs, and emotional/instructional practice; (b) the mediating role of teachers' beliefs on the relationship between knowledge and behavioral/instructional practice; (c) that years of teaching experience and degree are predictors for teachers' beliefs. The results offer important implications about how to prepare teachers and foster their child-centered beliefs through professional development.
•Teacher knowledge, beliefs, and practice are correlated.•Teacher beliefs mediate the relationship between knowledge and practice.•Teaching degree and years of teaching experience are predictors for teacher beliefs.
Objective. To determine if individuals 1.5–15 months post-anterior cruciate ligament reconstruction demonstrated an equal loading response on their involved and uninvolved lower extremity during a ...parallel squat exercise versus a control group.
Design. Four-group repeated measures design with one between-subject factor (time post-anterior cruciate ligament reconstruction) and two within-subject factors (knee angle and added weight).
Background. It has been a clinical observation that post-anterior cruciate ligament reconstruction, individuals do not place equal amounts of weight upon each lower extremity during double-leg exercises.
Methods. Twenty-four subjects were in each of the experimental groups, 1.5–4 months, 6–7 months, and 12–15 months post-anterior cruciate ligament reconstruction, while 24 subjects without history of lower extremity pathology/injury served as the control group. Pedar
TM in-shoe sensors were placed inside the subjects' shoes to record loading response patterns during the exercises. All performed 3 sets of 9 randomized squats to each of the three knee flexion angles (30°, 60°, and 90°) with the three different weights (20.45 kg bar only, 35%, and 50% body mass) using a Smith squat rack
TM. A three-way repeated measures
anova (
P<0.050) was used to compare the differences between groups in loading response statically between the uninvolved and involved lower extremity for each of the different weights at each knee flexion angle during the squat exercise.
Results. The three-way repeated measures
anova revealed that there was a significant group effect (
P<0.001). Thus, the amount of time post-anterior cruciate ligament reconstruction affected the difference in the subjects' loading response for the uninvolved and involved lower extremities. There was also a three-way interaction, indicating that the difference in loading response was dependent on the group, amount of knee flexion, and amount of added weight (
P=0.010).
Conclusion. These data suggest that subjects significantly load their uninvolved lower extremity until 12–15 months post-anterior cruciate ligament reconstruction.
Relevance
Based on the results of this study, caution may be warranted when adding resistance during the parallel squat for an individual's first year post-anterior cruciate ligament reconstruction, particularly with less knee flexion to avoid compensation and injury.
Positive behavior support has gained attention in recent years as an effective practice for reducing challenging behaviors in children and youth with a variety of disabilities including autism ...spectrum disorders (ASD). The goal of positive behavioral interventions for students with ASD is to prevent and reduce the occurrence of interfering behaviors, such as repetitive or disruptive behaviors, through the use of evidence-based practices. To implement specific behavioral methods and strategies, a tiered approach gradually increases the nature and intensity of support for students with ASD as interfering behaviors become more problematic. In this approach, functional behavioral assessment identifies possible causes of interfering behaviors as well as the strategies that are implemented within the context of a comprehensive behavioral intervention plan. This article aims to (a) discuss interfering behaviors in children and youth with ASD, (b) present a model for preventing and reducing these behaviors, and (c) provide a variety of evidence-based practices that can be used to address interfering behaviors in children and youth with ASD.
The purpose of this study was to examine the psychometric properties of the
Autism Program Environment Rating Scale (APERS)
, an instrument designed to assess quality of program environments for ...students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total
APERS
and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the
APERS
was sensitive to changes resulting from a professional development program designed to promote program quality.
This study explores the relationship between structural variables and program quality in early childhood programs across economic, sociocultural, and policy contexts in Zhejiang, China. Using the ...Chinese Early Childhood Environment Rating Scale (CECERS), researchers collected data in 162 randomly selected classrooms representative of the sociocultural and economic conditions of Chinese early childhood programs. The findings showed that a set of program structural variables accounted for 60% of the variance in overall program quality. Similar findings were shown for two specific program quality indicators: structural quality (‘Provisions for Learning’) and process quality (‘Teaching & Interaction’). Results suggest that policy makers in early childhood education in China should offer more benefits and training for teachers, recognize teachers' professional qualifications, and maintain lower child-to-teacher ratio to improve Chinese ECE programs.
•Structural aspects of program quality are key components of the overall quality in Chinese ECE settings•Similar to Western studies, a two-factor solution was found for the Chinese version of the ECERS-R•More benefits and training, professional qualifications, and low child-teacher ratio may improve ECE quality
The purpose of this study was to examine the psychometric properties of the "Autism Program Environment Rating Scale" ("APERS"), an instrument designed to assess quality of program environments for ...students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total "APERS" and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the "APERS" was sensitive to changes resulting from a professional development program designed to promote program quality.
This article is based on the assumption that childcare programs can be desirable intervention contexts for young children with disabilities. In such sites, however, two potential problems often ...occur: nonfunctional goals and contextually irrelevant recommendations by specialists (special educators and therapists) to childcare teachers. To address these issues, the ecological congruence assessment process was developed. This process involves three phases: The teacher collects information about child functioning in usual classroom activities, routines, and transitions; summarizes the collected information; and shares the summarized information with the team. Use of the ecological congruence assessment process may produce more functional goals and provide useful information for making practice recommendations that are specific to the classroom.
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