Differences in Early Childhood Environmental Rating Scale Scores in Collaborative and Non-Collaborative West Virginia Pre-K Classrooms located in Child Care Facilities

Quality of pre-k collaborative and non-collaborative classrooms was investigated for differences in environmental quality between the two types of classrooms. Data was collected through the West Virginia Department of Health and Human Resources grant titled, "Quality Rating and Improvement for West Virginia Child Care." Quality was measured using the Early Childhood Environmental Rating Scale-Revised (ECERS-R), which has 43 items across seven subscales: Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interaction, Program Structure, and Parents and Staff. Thirty-six pre-k collaborative programs participated and 136 non-collaborative programs participated in the study. Non-collaborative pre-k classrooms had lower mean scores on all subscales except Personal Care Routines. There were significant differences between the two types of classrooms on three out of the seven subscales: Space and Furnishings, Activities, and Program Structure. There was also a significant difference between collaborative and non-collaborative classrooms based on their overall ECERS-R scores.

Name thesis:degree_name

MA

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Learning Sciences and Human Development

Year dc:date.available

2013

Author dc:creator

• Day, Jessica S.

Contributors dc:contributor

• Barbara G. Warash
• Reagan Curtis
• Suzanne Hartman

• Early childhood education

Identifier

https://researchrepository.wvu.edu/etd/625

OAI identifier oai:identifier

oai:researchrepository.wvu.edu:etd-1628