The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes: A systematic review and meta-analysis.
The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes: A systematic review and meta-analysis.
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DOI：
10.1371/journal.pone.0178512
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发表时间：
2017
期刊：
影响因子：
3.7
通讯作者：
Shah PS
中科院分区：
文献类型：
--
作者：
Brunsek A;Perlman M;Falenchuk O;McMullen E;Fletcher B;Shah PS
幼儿环境评定量表(ECERS)及其修订版(ECERS-R)被设计为评估幼儿教育和护理(ECEC)计划的结构和过程方面的全球质量衡量标准。尽管ECERS/ECERS-R经常在研究和应用环境中使用，但它与儿童结局之间的联系尚未得到系统审查。本研究的目的是评估ECERS/ECERS-R与儿童幸福感之间的关系。截至2015年7月3日，已完成Medline、SqucINFO、Eric、大数据集网站和所有检索文章的参考部分的搜索。符合条件的研究提供了ECERS/ECERS-R与参加ECEC计划的学龄前儿童的儿童结局之间的统计联系。在选择进行全面审查的823项研究中，73项纳入了系统审查，16项进行了荟萃分析。所有合格研究的合并样本包括33,318名学龄前儿童。定性的系统评价结果显示，ECERS/ECERS-R总分比分量表或因子更普遍地与积极结果相关。进行了17项单独的荟萃分析，以评估ECERS/ECERS-R与评估儿童语言、数学和社会情绪结果的指标之间的关联强度。Meta分析显示，ECERS/ECERS-R总分与儿童的语言和积极行为结果之间存在少量的弱影响(在预期方向上)。语言推理分量表与语言结果的相关性较弱。研究如何操作ECERS/ECERS-R、测量的结果和报告的统计数据的巨大异质性限制了我们对许多研究进行荟萃分析的能力。在这一研究领域，需要在研究方法上有更大的一致性。尽管有这些方法学上的挑战，ECERS/ECERS-R似乎确实捕捉到了对儿童福祉很重要的质量方面；然而，关联性的力量很弱。
The Early Childhood Environment Rating Scale (ECERS) and its revised version (ECERS-R) were designed as global measures of quality that assess structural and process aspects of Early Childhood Education and Care (ECEC) programs. Despite frequent use of the ECERS/ECERS-R in research and applied settings, associations between it and child outcomes have not been systematically reviewed. The objective of this research was to evaluate the association between the ECERS/ECERS-R and children’s wellbeing. Searches of Medline, PsycINFO, ERIC, websites of large datasets and reference sections of all retrieved articles were completed up to July 3, 2015. Eligible studies provided a statistical link between the ECERS/ECERS-R and child outcomes for preschool-aged children in ECEC programs. Of the 823 studies selected for full review, 73 were included in the systematic review and 16 were meta-analyzed. The combined sample across all eligible studies consisted of 33, 318 preschool-aged children. Qualitative systematic review results revealed that ECERS/ECERS-R total scores were more generally associated with positive outcomes than subscales or factors. Seventeen separate meta-analyses were conducted to assess the strength of association between the ECERS/ECERS-R and measures that assessed children’s language, math and social-emotional outcomes. Meta-analyses revealed a small number of weak effects (in the expected direction) between the ECERS/ECERS-R total score and children’s language and positive behavior outcomes. The Language-Reasoning subscale was weakly related to a language outcome. The enormous heterogeneity in how studies operationalized the ECERS/ECERS-R, the outcomes measured and statistics reported limited our ability to meta-analyze many studies. Greater consistency in study methodology is needed in this area of research. Despite these methodological challenges, the ECERS/ECERS-R does appear to capture aspects of quality that are important for children’s wellbeing; however, the strength of association is weak.