TY - JOUR
T1 - Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools
AU - Mariano, Marília
AU - Caetano, Sheila C.
AU - Ribeiro da Silva, Anderson
AU - Surkan, Pamela J.
AU - Martins, Silvia
AU - Cogo-Moreira, Hugo
N1 - Publisher Copyright:
© 2018, © 2018 Taylor & Francis Group, LLC.
PY - 2019/5/19
Y1 - 2019/5/19
N2 - Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers.
AB - Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers.
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U2 - 10.1080/10409289.2018.1554388
DO - 10.1080/10409289.2018.1554388
M3 - Article
AN - SCOPUS:85059084912
VL - 30
SP - 511
EP - 521
JO - Early Education and Development
JF - Early Education and Development
SN - 1040-9289
IS - 4
ER -