An introduction to the many-facet Rasch model as a method to improve observational quality measures with an application to measuring the teaching of emotion skills

Recent reviews have called attention to limitations of existing observational measures of early childhood classroom quality, including low rater agreement, ceiling/floor effects, and imprecise estimation. We offer an introduction to the many-facet Rasch model (MFRM), discussing how it can be used to iteratively improve measures to address such limitations. We provide an example of applying the MFRM to develop the EMOtion TEaching Rating Scale (EMOTERS) in order to capture the practices that teachers use in support of children's developing knowledge, expression, and regulation of emotion. The MFRM produced fine-grained statistics about how 23 raters scored 1609 10-minute video occasions from 18 classrooms with EMOTERS Version 6. Results were compared to traditional rater agreement and internal consistency statistics. With an eye toward continuous measure improvement, we discuss planned revisions of the EMOTERS as well as implications for the application of the MFRM to other measures

Quality Interactions in Early Childhood Education and Care Center Outdoor Environments

Quality interactions are crucial for children\u27s learning and development. Early Childhood Education and Care (ECEC) centers have the opportunity to support children\u27s learning and development, yet the quality of interactions and influences on the quality of interactions in outdoor environments is not known. Research findings: this study assessed the quality of educator interactions in outdoor environments using the CLASS Pre-K assessment tool. 11 ECEC centres participated in the study, which included 110 educators and 490 children. 87 observations were collected to measure the CLASS Pre-K domains (1-lowest to 7-highest). Mean domain scores were 6.02 (emotional support), 5.23 (Classroom Organization) and 4.46 (Instructional Support). Regression analyses show free routines had significant relationships with Teacher Sensitivity (p = 0.03) and Instructional Learning Formats (p = 0.03), and increased amounts of time spent outside had the most significant relationships with Teacher Sensitivity (p = 0.001) and Behavior Management (p = 0.001). Practice or Policy: The major recommendations that would serve to improve the quality of interactions in outdoor environments include providing a free routine and increasing the amount of time spent in outdoor environments. As these recommendations are modifiable practices, they are potentially the easiest to alter and therefore, with minimal change, could enhance the quality of interactions between educators and children