Environment Rating Scale Research Articles

Comparison of Motivation and Job Satisfaction of Teachers Working in Schools with Low and High International SACERS Scale Scores

In recent years, countries have taken many initiatives to determine the quality of their educational environments and to raise them to a certain level of standard. At the center of this effort to assess and improve quality is the School Age Care Environment Rating Scale International [SACERS]. At its core, SACERS assesses critical aspects of school-age care settings. This study aimed to compare the teaching motivation and job satisfaction levels of teachers working in schools with high and low SACERS scores. A total of 242 teachers from five general schools in Kazakhstan with low SACERS scores and five schools with high SACERS scores participated in the study, which used a causal comparison design. Schools were categorized according to SACERS score. 'Teaching Motivation Scale' and Minnesota Job Satisfaction Scale' were used to collect the data. The analysis revealed that teachers had high levels of job satisfaction and teaching motivation in schools with high SACERS scores.

ENHANCING SCHOOL-AGE CARE ENVIRONMENTS THROUGH POSITIVE INTERACTIONS

This research is devoted to the implementation of the School Educational Environment Rating Scale (SACERS) in Almaty schools, a project approved as a state initiative of the Republic of Kazakhstan for 2023-2025. The research aims to describe the SACERS scale, which includes 48 indicators assessed on a 7-point scale and allows for evaluation of the educational environment that promotes the development of students. Research method: In this research work, a mixed method. The quantitative component included bibliometric analysis data operations using R Studio software (version 2023.3.1.446) and a Google Forms survey administered to 99 students aged 10-13. The qualitative component involved semi-structured interviews with staff, parents, and teachers, in observations, focused on the “Interactions” subscales (27-34) of the SACERS scale. Integrating the findings with broader educational research, this analysis allowed for a detailed assessment of Almaty’s school environment. A comparison of Schools A and B revealed strong disciplinary norms, positive peer interactions, and effective communication between teachers and students. These results emphasize the importance of such elements in creating a positive school environment that promotes learners’s holistic development and global achievement.

The Autism Program Environment Rating Scale in Swedish Primary School: Cultural Adaptation and Content Validation.

There is a recognized need to improve inclusive learning environments for autistic children in primary school settings in Sweden. This study aimed to translate, cross-culturally adapt, and assess the content validity of the Swedish primary school version of the Autism Program Environment Scale (APERS), originally developed to evaluate autism program quality in educational settings in the United States. Following the translation into Swedish and the first cultural adaptation of the APERS, a content panel group of 14 professionals rated its content validity. Four of the content panel members also participated in individual interviews that provided a qualitative evaluation of the instrument's content validity. Finally, the authors piloted the APERS in 10 Swedish primary school classrooms to assess its feasibility. The ratings and qualitative information from the content panel members indicated a substantial need for the Swedish APERS in primary school, resulting in the culturally adapted APERS-Primary-Sweden (SE). The instrument demonstrated a high level of cross-cultural content validity for assessing the quality of the learning environment for students with autism in Swedish primary school settings. The pilot testing of the instrument resulted in further cultural adaptations. In conclusion,APERS-Primary-SE is a comprehensive scale that can be used to assess the quality of primary school learning environments for children with autism in Sweden. Further research is needed to evaluate the adapted instrument's effectiveness in improving the learning environment in Swedish primary school classrooms.

Влияние профессионального мастерства и личностных особенностей педагога на психическое развитие ребенка в разных типах образовательной среды

Background. Cognitive and personal development are priority areas for the development of a child at preschool age. The quality of the developmental preparation of children in preschool institutions, their level of readiness to study at school, the degree of their adaptation to school, peers, and teachers largely depend on the state of the educational environment, the level of professional skills and personal characteristics of the teacher. Objective. The aim of the study is to explore the developing potential of educational environments and the influence of the professional and personal characteristics of a teacher on the formation of a child's personality in modern educational space. Study Participants. The empirical study involved 413 preschoolers aged from 4 to 6 years (M = 5.5 years), 413 parents (mothers) of preschool children and 50 teachers. For each child a written parental consent to participate in the study was signed. The study was conducted between 2014 and 2022. Methods. An empirical study was conducted using the ECERS (Early Childhood Environment Rating Scale) educational environment assessment scales; diagnostics of the level of development of professional culture and skill in kindergarten teachers was carried out (V.F. Gabdulkhakov, L.M. Popov); the methodology for studying the subjectivity of the teacher by E.N. Volkova and the methodology for studying creativity by E.E. Tunik were used. To evaluate various aspects of gaming activity, we used the proposed experimental situation by E.O. Smirnova and A.N. Veraksa. Statistical processing of the obtained data was carried out using the Student's T-test, ANOVA and correlation analysis. Results. It is shown that in the educational environment of different levels, the indicators of professional skills and personal characteristics of teachers, as well as the personal development of children, are different. Significant differences were established in the severity of various aspects of children's play activity in different types of educational environments (one-way analysis of variance was used, p < 0.05), as a result of which significant differences were obtained according to the following diagnostic criteria: “substitution” (F = 25.72); “interaction” (F = 29.3), “game intent” (F = 13.76); “initiativity” (F = 5.25). Conclusion. Based on the study of the qualitative characteristics of educational environments (according to the ECERS-R scales), it is concluded that the specifics of the educational environment sets the vector of a child's development, contributing (or not contributing) to the disclosure of individual characteristics. The level of development of professional culture and skill in teachers of preschool educational institutions, their personal development determines the possibilities of the intellectual and personal development of the child and depends on the system of conditions for stimulating the quality work of the teaching staff and leaders, their involvement in creative self-development in order to realize creativity and activity as well as to improve their professional skills.

Quality of the Opportunities for Preschoolers’ Physical Activity in Portuguese Kindergartens

Kindergarten’s physical and social environment influences preschoolers’ physical activity (PA) and impacts their development. This study aimed first to describe the quality of the opportunities provided by the physical attributes and social guidelines to promote PA and, second, to investigate the relationship between design attributes and daily practices to support PA in sixteen Portuguese kindergartens (15 public). The Children’s Physical Environment Rating Scale was used to rate the quality of the design attributes. Sixteen directors and teachers filled out surveys to quantify the equipment available and assess the quality of the written policies and daily practices to promote PA. Correlations between design attributes and daily practices to support PA were analyzed. The results emphasize the need for improvements in indoor settings that facilitate a wide range of gross motor activities for children. Similarly, outdoor environments should be designed to enable play opportunities regardless of weather conditions, encouraging children to engage in diverse and challenging physical activities. Providing more times per year for teachers’ PA training is also necessary. The design attributes and daily practices to support children’s PA were related. In kindergartens with a room only for PA, children spent less time sitting and more time in teacher-led PA. In kindergartens with large and challenging outdoor areas, children engaged in more intense PA. However, having a roofed protection area outdoors was not sufficient to decrease indoor sitting time. These findings highlight the need for ongoing review and assessment of the physical and social environment in kindergartens to ensure preschoolers have the best opportunities for PA.

Стратегии сопровождения игры у дошкольных педагогов с разным пониманием игры и ее развивающей ценности

<p>The recognition of play importance does not always lead to the creation of good conditions for its development. An attempt to turn play into classes, to use it for teaching, leads to the disappearance of spontaneous play from kindergartens. There is a gap between the declared pedagogical aim and real practice. This may be due to understanding the key features of play and its role in child’s development. The purpose of the study is to study what criteria teachers use to distinguish between play and a pseudo-play, how the understanding of play is related to the strategy of its support. Structured interviews, including commentary on 2 videos, were conducted with 34 preschool teachers. The assessment of the conditions for play development was carried out using the scale "Play Environmental Rating Scale" in 28 preschool classrooms (13 kindergartens). The average total score is 3,35 (sd=1,31; med=3,43), which corresponds to the minimal quality level of conditions for play. Key deficits are the participation of the teacher in joint play with children, the provision of conditions for multi-age interaction. Significant differences are revealed in the strategy of play support among teachers with a contrasting understanding of the pseudo-play video. Teachers who distinguish between play and pseudo-play and emphasize the developmental value of spontaneous children's play create a multifunctional play environment and more often participate in joint play as partners. Teachers who do not distinguish between a play and a pseudo-play are more often too didactic or outsiders, they create a realistic play environment. The results of the study can be used in elaboration of programs for teacher’s professional development.</p>

Early childhood teacher workplace stress and classroom practices

ABSTRACTTeaching is a stressful profession given teachers’ competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers’ stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children’s social-emotional and behavioral development.

Associations between the movement environment and preschooler's physical activity and sedentary time in Norwegian preschools

ABSTRACTThe quality of the preschool environment may affect preschooler's levels of physical activity and sedentary time. In this paper, we aimed to assess the quality of the preschool movement environment and associations between the movement environment and children's physical activity and sedentary time in Norwegian preschools. A sample of 71 departments within 46 preschools provided data on the Movement Environment Rating Scale (MOVERS). 794 children aged 3–5 years provided accelerometer data (ActiGraph GT3X+). Associations were examined using multivariate pattern analysis. Our results indicate that the movement environment is of minimal quality in Norwegian preschools. We found positive associations for light and moderate intensity physical activity and negative associations for sedentary time with the overall MOVERS score, as well as for several items and sub-scales. Our findings suggest that higher quality of the preschool movement environment is associated with more movement and less sedentary time.

The quality of nursery settings in Jamaica using ITERS-3; harnessing the lessons for improved practices in childcare facilities

ABSTRACT This study reports on a medium-scale Jamaican study, The Early Interactions Project, which measured environmental quality in 42 childcare facilities in Jamaica using Infant and Toddler Environment Rating Scale (ITERS-3). One of the overarching goals of the project was to quantitatively measure programme quality with the goal of providing recommendations for the improvement of global process quality within the participating centres. These findings are then discussed relative to their implications for practices employed within childcare centres. The findings indicate that nursery settings are underperforming across all indicators of quality as measured by the ITERS-3 scale. This finding illuminates the need for increased access to professional development opportunities for nursery staff, improved financial capacities for nursery facilities and improved oversight of the sector catering to children in the 0–3 age cohort.

Education for Sustainable Development in Early Childhood Education in Chile

The study aims to assess sustainable practices in early childhood education. We observed classrooms in institutions with different administrative dependencies, located in the North, Center and South of Chile using the adaptation of the Environmental Rating Scale for Sustainable Development in Early Childhood. The scale was applied to 36 early childhood educators, obtaining 93 records. The results in the dimensions of social, economic, and environmental sustainability were compared according to educational level, administrative dependency, and geographical location of the establishment. The pedagogical practices in the dimensions of social and economic sustainability revealed poor results, close to 2 out of a maximum of 5, finding markedly asymmetric distributions (SAC > 1.96). Additionally, the usability of the scale for remote work contexts was explored, determining some irrelevant items. Likewise, through the analysis of interviews with educators and directors of preschool institutions, the definitions associated with sustainability practices were identified. We found less knowledge on issues such as gender approach, social justice, economic training, although the importance of working on these themes was recognized, accepting that it is in this vital period of childhood when values and social awareness of sustainability can be promoted.

Development and Validation of a Measure of Quality in Playgroups: Playgroups Environment Rating Scale

Playgroups are community-based services that bring together young children and their caregivers for the purpose of play and social activities. Preliminary evidence shows that playgroup impacts may be dependent on the quality of the playgroup. However, to date, there is no reliable and valid measure of playgroup quality. In this paper we describe the development and validation of the Playgroup Environment Rating Scale (PERS), a standardized observation measure designed to assess the quality of playgroups. PERS builds on traditional measures used to evaluate the quality of formal settings of early childhood education and care, while proposing to assess dimensions of quality specific to the nature of playgroups, namely complex interactions between several types of participants. After developing and testing the observation measure on 24 playgroup videos, we analyzed the psychometric properties. Results showed that the PERS had good interrater reliability, was internally consistent and shows a good preliminary factor structure. Tests for convergent and criterion-related validity also presented promising results. The process of design guaranteed that the PERS can be applied to different contexts of playgroups and may also be useful for informing service planning and practice. Further national and international validation will help replicate the validity of the scale.

Determinants of High Fat Mass Index in Preschoolers Living in Brazilian Urban Areas

ObjectiveDetermine the social, environmental, and personal factors associated with high fat mass index in preschoolers. DesignA quantitative, exploratory, and cross-sectional study. Setting and ParticipantsFifty-one Brazilian preschoolers from public schools living in urban areas. Main Outcome Measure(s)The preschoolers’ fat mass index was determined using dual-energy radiological absorptiometry. The quality of home and school environments were accessed using the Early Childhood Home Observation for Measurement of the Environment and Early Childhood Environment Rating Scales. The physical activity levels were recorded by accelerometers. The daily energy intake was recorded and sociodemographic data using the Brazilian Economic Classification criterion. Data on exposure time to screens and parental obesity were collected according to the parents’ reports. AnalysisData analyses were performed using simple and multiple regressions models. ResultsParental obesity (β, 0.516; 95% confidence interval [CI], 2.078–5.133), high quality of environmental stimulation of home (β, 0.429; 95% CI, 1.294–4.023), and high exposure time to screens (β, 0.256; 95% CI, 0.215–2.554) explained 43% of preschoolers’ high fat mass index. Conclusions and ImplicationsIdentification of parental obesity, high quality of environmental stimulation of home, and high exposure time to screens as the most important determinants of the high fat mass index in preschoolers from Brazilian urban areas.

Adapting the preschool environment to the needs of children on the autism spectrum in Sweden: A quasi-experimental study

Background Children on the autism spectrum may receive Early Intensive Behavioural Intervention (EIBI) in Sweden to support development by providing learning opportunities. However, research suggests a need to improve the quality of their learning environment. Aim This pre-registered study (#NCT03634761) aimed to evaluate the Swedish Autism Program Environment Rating Scale (APERS-P-SE) as a means to promote the quality of the pre-school learning environment for children on the autism spectrum, along with outcomes for these children, and their pre-school staff. Material and methods In a quasi-experimental study, pre-school staff (n = 35) conducted either EIBI supported by in-service training and on-site coaching based on APERS-P-SE assessment (at k = 9 preschools) or EIBI only (k = 8), during an 8-months period. Results The quality of the immediate learning environment (primary outcome) increased significantly in the EIBI/APERS-P-SE preschools. However, changes in child and pre-school staff measures were not significant. Conclusions and significance In-service training and on-site coaching based on APERS-P-SE assessments can increase the quality of the learning environment in Swedish pre-school. Studies of longer duration and larger sample size are required to determine if using the APERS-P-SE can also achieve desired behavioural change for children-, and impact pre-school staff applying EIBI.

From Someone Who May Cause Trouble to Someone You Can Play With: Stakeholders' Perspectives on Preschool Program Quality for Autistic Children

In Sweden, young autistic children typically attend community-based preschool programs, which may not be adapted to their needs. In the current study, stakeholders to autistic children receiving Early Intensive Behavioral Intervention were interviewed following a quasi-randomized study (#NCT03634761) aimed at improving the preschool program quality using the Swedish version of the Autism Program Environment Rating Scale (APERS). Stakeholders provided their perceptions and experiences concerning key factors for high quality preschool programs as well as well as their experiences of the abovementioned APERS study. Applying thematic analysis, stakeholder groups differed in what they emphasized, but all highlighted staff’s competence, children’s inclusion and participation, collaboration, and the learning environment as key program areas that had been positively influenced by the APERS-based intervention.

A validation and reliability study of the Movement Environmental Rating Scale (MOVERS)

ABSTRACT The aim of this study was to determine the validity and reliability of the Movement Environment Rating Scale (MOVERS), using data from 13 early childhood education and care (ECEC) settings. Test-retest reliability was calculated using ICCs, percentage agreement and weighted Kappa. Internal consistency was examined using Cronbach’s alpha. To examine concurrent validity between the MOVERS and Sustained Shared Thinking and Emotional Well-being Scale (SSTEW) scale and the Environmental Policy and Assessment Observation (EPAO), correlation coefficients were computed. Multi-level regression analyses were conducted to examine the criterion validity of MOVERS and children’s outcomes. ICC was 0.959 (p < 0.0001), weighted Kappa was 0.904 (p < 0.001), and percentage agreement was 69%–100%. Cronbach’s alpha of MOVERS was α = 0.94 and α = 0.89. Statistically significant correlations between MOVERS subscales and some SSTEW and EPAO sub-areas were reported. Item 4 (Body movement to support fine motor skills) of MOVERS and children’s fine motor skills was significantly correlated. This study shows that MOVERS is a reliable and valid scale that can, with training, be confidently used for research, audit, self-evaluation for practice improvement.

The Quality of Overall Planning and its Influence on Overcrowding in Malaysian Preschools

Overcrowding in Malaysian preschools is concerning and can be attributed to inadequate building size and poor planning. Sufficient space for learning activities is crucial for children's development. This study examines and proposes recommendations to improve the overall planning of 26 public Ministry of Education (MOE) preschools in Klang Valley. The Children’s Physical Environment Rating Scale was used to assess planning aspects including building size, indoor activity spaces, classroom enrolment, and modules. Most assessed MOE preschools lacked space and the average quality of overall planning was rated Fair. Recommendations are hoped to promote better planning for public preschools in Malaysia.

An intensive professional development in family child care: a promising approach

ABSTRACT The quality of early care and education affects a wide range of children’s experiences and developmental outcomes. Family Child Care (FCC) is no exception, and attention to increasing the quality of Family Child Care is needed. The purpose of the current study was to examine an experimental case of intensive Professional Development (PD) in FCC programmes focusing on domain-specific quality (language and literacy) and global quality. Forty-nine FCC providers in two states participated in the study. Thirty-eight FCC providers received intensive PD support, including five three-hour training workshops on early language and literacy, weekly onsite technical assistance, and monthly Community of Practice meetings. Eleven FCC providers served as a comparison group. The Child/Home Environmental Language and Literacy Observation (CHELLO) and Family Child Care Environmental Rating Scale (FCCERS-R) were used to measure the quality of FCC. Results showed significant improvement in the high-intensity PD group on both measures. The study presents a promising model of PD that may be an appropriate approach to embed within Quality Rating and Improvement Systems (QRIS) in early child care and education.

All within grasp

Understanding how physical development links to children's readiness for school is a priority for trainees on the EYITT programme. Sian Marsh describes how one trainee is using the Movement Environment Rating Scale to support colleagues to develop children's fine and gross motor skills.

Assessing the Quality of Physical Environments of Early Childhood Schools within the Cape Coast Metropolis in Ghana Using a Sequential Explanatory Mixed-Methods Design.

(1) Background: The last few decades have seen researchers giving considerable attention to the physical context of early childhood care and development (ECCD) centers because many of the underlying processes that link physical context are quite similar to psychosocial environmental factors regarding child development. However, research on the physical environments, and the employees’ understanding of the importance of physical environments, is often underestimated. The purpose of this study was to assess the quality of the physical environments of ECCD centers in the Cape Coast Metropolis, Ghana, and ascertain whether being a private or public center (center auspices) would be associated with the quality of its physical environment. A further inquiry into the educators’ understanding of the importance of physical environment on children’s developmental outcomes was made. (2) Methods: Using a sequential explanatory mixed-methods research design, all 160 ECCD centers in the Cape Coast Metropolis were assessed using a modified version of the Children’s Physical Environment Rating Scale (CPERS) and a semi-structured interview guide. (3) Results: Descriptive statistics indicated that more than half of the ECCD centers, 56%, rated “fair” on the quality of their physical environment. Although the locations and sites of these centers were of good quality, other physical environmental characteristics (i.e., “Planning of the Centre”, “Building as a Whole” and “Outdoor Space”) of ECCD centers were also rated to be fair. A Chi-square test showed that center auspices (i.e., being private or public) were not significantly associated with the quality of the physical environments of the centers [χ2 (2) = 2.490, p > 0.05], suggesting no significant difference between private and public ECCD centers in terms of the quality of their physical environment. A follow-up qualitative inquiry identified two themes as reasons why play yards in early years’ schools were not good: a ‘‘lack of funding” and “governmental support”. (4) Conclusions: Our findings suggest that the physical environments of ECCD centers are, to some extent, compromised. Stakeholders (e.g., Ghana Education Service, non-governmental/religious organizations, and private entrepreneurs) should help improve the quality of physical environments and also provide financial assistance for the provision of basic equipment (e.g., learning materials) for private and public ECCD centers in the Cape Coast Metropolis. Educators require in-service training to boost their in-depth understanding of the importance of physical environments on children’s developmental outcomes. Future studies could target children’s perceptions of their preschools’ physical environments as useful empirical information to help guide appropriate policy interventions.

A multidisciplinary community level approach to improving quality in early years’ settings

This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive international evidence that early childhood care and education (ECCE) is vital in children’s learning and development, and that the benefits are long-lasting, and are more cost-effective than educational investments and remedial interventions later in life. This signifies the importance of high quality ECCE for development and learning, and highlights the potential impact of early childhood intervention programmes. This paper explores the implementation of a quality improvement strategy in seven ECCE centres to improve child-outcomes as part of the Young Knocknaheeny Area Based Childhood Programme (YK). Utilising evidence-based programmes, practitioners from a range of disciplines, working in a low-income community with high levels of adversity, are immersed in an environment of continuous learning in line with best practice implementation science.The core elements of the quality improvement strategy focused on language supports for staff (Hanen Learning Language and Loving It™ training), curriculum enhancement ( HighScope curriculum training), onsite mentoring for staff, and an Environment Enhancement Fund for each centre. The implementation of a Mentoring Programme involved weekly site visits by a specialist onsite mentor in which the implementation of curriculum content and the suggested environmental changes and teaching strategies were overseen and supported. Pre and post Environmental Rating Scale (ERS) assessments; ITERS-R (crèche) and ECERS-3 (pre-school); showed significant improvements in the quality of ECCE services in the YK catchment area following ECCE practitioners participation in the quality improvement initiative. Pre-school rooms across the seven ECCE centres experienced an overall improvement of +2.5 on the ERS scales, and crèche rooms experienced an overall improvement of +2.4. Approximately 700 children aged 1 to 5 years indirectly benefitted from YK-delivered curriculum and language training programmes in their ECCE settings.