A Comparison of the ECERS-R and ECERS-3: Different Aspects of Quality?

References

• Burchinal, M., Kainz, K., & Cai, Y. (2011). How well do our measures of quality predict child outcomes? In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings, 11–32. Baltimore, MD: Paul H. Brookes Publishing Co.
   Google Scholar
• Caronongan, P., Kirby, G., Malone, L., & Boller, K. (2011). Defining and measuring quality: An in-depth study of five child care quality rating and improvement systems (OPRE Report #2011–29). Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation.
   Google Scholar
• Cassidy, D., Hestenes, L., Hansen, J., Hedge, A., Shim, J., & Hestenes, S. (2005). Revisiting the two faces of child care quality: Structure and process. Early Education and Development, 16(4), 505–520. doi:10.1207/s15566935eed1604_10
   Google Scholar
• Cassidy, D., Hestenes, L., Hedge, A., Hestenes, S., & Mims, S. (2005). Measurement of quality in preschool child care classrooms: The early childhood environment rating scale-revised and its’ psychometric properties. Early Childhood Research Quarterly, 20(3), 345–360. doi:10.1016/j.ecresq.2005.07.005
   Web of Science ®Google Scholar
• Early, D. M., Bryant, D., Pianta, R., Clifford, R., Burchinal, M., Ritchie, S., & Barbarin, O. (2006). Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in prekindergarten? Early Childhood Research Quarterly, 21, 174–195. doi:10.1016/j.ecresq.2006.09.002
   Web of Science ®Google Scholar
• Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., … Zill, N. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78, 558–580. doi:10.1111/j.1467-8624.2007.01014.x
   PubMed Web of Science ®Google Scholar
• Early, D. M., Sideris, J., Neitzel, J., LaForett, D. R., & Nehler, C. (2018). Factor structure and validity of the Early Childhood Environment Rating Scale-Third Edition (ECERS-3). Early Childhood Research Quarterly, 44, 242–256. doi:10.1016/j.ecresq.2018.04.009
   Web of Science ®Google Scholar
• Gordon, R. A., Fujimoto, K., Kaestner, R., Korenman, S., & Abner, K. (2013). An assessment of the validity of the ECERS-R with implications for measures of child care quality and relations to child development. Developmental Psychology, 49(1), 146–160. doi:10.1037/a0027899
   PubMed Web of Science ®Google Scholar
• Harms, T., & Clifford, D. M. (1980). Early childhood environment rating scale. New York, NY: Teachers College Press.
   Google Scholar
• Harms, T., Clifford, D. M., & Cryer, D. (1998). Early childhood environment rating scale revised edition. New York, NY: Teachers College Press.
   Google Scholar
• Harms, T., Clifford, D. M., & Cryer, D. (2005). Early childhood environment rating scale revised edition, updated. New York, NY: Teachers College Press.
   Google Scholar
• Harms, T., Clifford, D. M., & Cryer, D. (2015). Early childhood environment rating scale third edition. New York, NY: Teachers College Press.
   Google Scholar
• Hegland, S. M., Aronson, S. S., Isbell, P., Neelon, S. B., Rous, B. S., & Krajicek, M. J. (2011). Measuring health related aspects of quality in early childhood settings. In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings, 135–160. Baltimore, MD: Paul H. Brookes Publishing Co.
   Google Scholar
• Hestenes, L. L., Kintner-Duffy, V., Wang, Y., La Paro, K., Mims, S., Scott-Little, C., & Cassidy, D. (2015). Comparisons among quality measures in child care settings: Understanding the use of multiple measures in QRIS and their links to social-emotional development in preschool children. Early Childhood Research Quarterly, 30, 199–214. doi:10.1016/j.ecresq.2014.06.003
   Web of Science ®Google Scholar
• Hofer, K. G. (2010). How measurement characteristics can affect ECERS-R scores and program funding. Contemporary Issues in Early Childhood, 11(2), 175–191. doi:10.2304/ciec.2010.11.2.175
   Google Scholar
• Institute of Medicine (IOM) and National Research Council (NRC). (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: The National Academies Press.
   Google Scholar
• Kotch, J. B., Hussey, J. M., & Carter, A. (2003). Evaluation of North Carolina child safety regulations. Injury Prevention, 9, 220–225.
   PubMed Web of Science ®Google Scholar
• LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., … Barbarin, O. (2007). Profiles of observed classroom quality in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22(1), 3–17. doi:10.1016/j.ecresq.2006.05.001
   Web of Science ®Google Scholar
• Lower, J. K., & Cassidy, D. J. (2007). Child care work environments: The relationship with learning environments. Journal of Research in Childhood Education, 22(2), 189–204. doi:10.1080/02568540709594621
   Google Scholar
• National Center on Child Care Quality Improvement. (2013). Use of ERS and other program assessment tools in QRIS. Fairfax, VA: Administration for Children and Families, Office of Child Care. Retrieved from https://qrisguide.acf.hhs.gov/files/QRIS_Program_Assess.pdf
   Google Scholar
• National Institute of Child Health and Human Development Early Child Care Research Network. (2002). Child-care structure-process-outcome: Direct and indirect effects of child-care quality on young children’s development. Psychological Science, 13(3), 199–206. Retrieved from http://www.jstor.org/stable/40063707
   Google Scholar
• North Carolina Division of Child Development and Early Education. (2015). Facilities file database. Raleigh, NC: Department of Health and Human Services, Division of Child Development and Early Education.
   Google Scholar
• Perlman, M., Zellman, G. L., & Le, V. (2004). Examining the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R). Early Childhood Research Quarterly, 19, 398–412. doi:10.1016/j.ecresq.2004.07.006
   Web of Science ®Google Scholar
• Phillips, D., Mekos, D., Scarr, S., McCartney, K., & Abbott-Shim, M. (2000). Within and beyond the classroom door: Assessing quality in child care centers. Early Childhood Research Quarterly, 15, 475–496. doi:10.1016/S0885-2006(01)00077-1
   Web of Science ®Google Scholar
• Pianta, R., La Paro, K., & Hamre, B. (2008). The classroom assessment scoring system Pre-K Manual. Baltimore, MD: Brookes Publishing.
   Google Scholar
• Sakai, L. M., Whitebook, M., Wishard, A., & Howes, C. (2003). Evaluating the early childhood environment rating scale (ECERS): Assessing differences between the first and revised edition. Early Childhood Research Quarterly, 18, 427–445. doi:10.1016/j.ecresq.2003.09.004
   Web of Science ®Google Scholar
• Saracho, O. N., & Spodek, B. (2007). Early childhood teachers’ preparation and the quality of program outcomes. Early Child Development and Care, 177, 71–91. doi:10.1080/03004430500317366
   Google Scholar
• Vandell, D. (2004). Early childcare: The known and the unknown. Merrill-Palmer Quarterly, 50, 387–414. doi:10.1353/mpq.2004.0027
   Web of Science ®Google Scholar
• Vandell, D. L., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved. Madison: Institute for Research on Child Poverty, University of Wisconsin-Madison.
   Google Scholar
• Whitebook, M., & Sakai, L. (2003). Turnover begets turnover: An examination of job and occupational instability among child care center staff. Early Childhood Research Quarterly, 18, 273–293. doi:10.1016/S0885-2006(03)00040-1
   Web of Science ®Google Scholar