Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The early childhood environment rating scale (ECERS) as a tool in evaluating and improving quality in preschools
Stockholm University.
1999 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

Author and title: Andersson Mona: The Early Childhood Environment Rating Scale (ECERS) as a Tool in Evaluating and Improving Quality in Preschools. Key words: Preschool, preschool classroom, environmental quality, consciousness, process quality, self evaluation, standardization, validity, reliability, quasi-experiment.

This is an empirical study exploring the use of the Early Childhood Environment Rating Scale (ECERS) for the evaluation of environmental quality in preschools.

A standardization of the ECERS to Swedish preschools has been carried out. The procedures and findings of this standardization include several tests performed to ensure that the Swedish version of the ECERS would be both valid and reliable.

The main hypothesis in this study is that the ECERS can be used to improve environmental quality. This hypothesis was tested in a quasi-experiment. Three separate samples in different preschools were chosen: a Control group, an Information group and an Intervention group. These three groups were evaluated by an independent evaluator before and after the study. The Control group received no information about the ECERS. The Information group as well as the Intervention group received information about the possibility of using the ECERS as a means for the staff to improve quality. In addition, the Intervention group was allowed extra resources such as two hours a month for discussions concerning the results of individual evaluations made by the staff in each classroom.

The findings showed an improvement in environmental quality, in the Information group from a mean value of 3.8 to 4.6. In the Intervention group the improvement was even more substantial, from 3.2 to 4.7 whereas the Control group showed a small improvement of 4.1 to 4.3. A statistical sign test of significance was carried out. The changes in the Control group were not significant, while the changes in the Information as well as the Intervention groups were found to be significant at the 95 percent level. It seems as if the hypothesis, that the use of the ECERS could improve environmental quality in preschools, is verified.

In supplementary questionnaires and interviews, it was documented that preschool teachers could make better use of their potential competence as they became more conscious of it through the use of the ECERS.

Place, publisher, year, edition, pages
Stockholm: Stockholm Institute of Education Press (HLS) , 1999. , 264 p.
Series
Studies in educational sciences, ISSN 1400-478X
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-64044ISBN: 91-7656-450-9 (print)OAI: oai:DiVA.org:su-64044DiVA: diva2:454456
Public defence
1999-06-03, 10:00
Opponent
Available from: 2011-11-07 Created: 2011-11-07 Last updated: 2011-11-07Bibliographically approved

Open Access in DiVA

No full text

Other links

Köp bok
By organisation
Stockholm University
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 1766 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf