Journal
EARLY EDUCATION AND DEVELOPMENT
Volume 33, Issue 6, Pages 1061-1076Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/10409289.2021.1922851
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Funding
- Social Sciences and Humanities Research Council of Canada [890-2015-2031]
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The study investigated the reliability of evaluating interactions between early childhood educators and children using a thin-slice coding approach. Findings indicated that the RIFL-Ed. measure demonstrated good psychometric properties and was associated with certain domains of the CLASS: Toddler Version. Less than half of the variance in scores was shared across educators in the same classrooms.
Research Findings: In this study, we tested whether it is possible to reliably evaluate the quality of interactions between early childhood educators and children using a thin-slice coding approach. Ninety-seven early childhood educators were videotaped for two five-minute intervals: one mealtime observation and one standardized activity. Videos were scored using the shortened and revised 15-item Responsive Interactions for Learning - Educator (RIFL-Ed.) measure, an open-access measure that takes less than ten minutes to administer and score. The RIFL-Ed. demonstrated good psychometric properties when used for mealtime observations and scores were associated with the Emotional and Behavioural Support (b = 0.19, p = .02) - and to some extent the Engaged Support for Learning (b = 0.15, p = 0.07) - domains of the widely used Classroom Assessment Scoring System (CLASS): Toddler Version. Less than half of the variance in scores was shared across educators in the same classrooms. Practice or Policy: If these preliminary results can be confirmed in larger studies, the RIFL-Ed.-an open-access measure for which fast and free online training is available- can be used to affordably scale-up targeted quality assessment and improvement efforts in early childhood education and care settings, efforts which have been shown to positively impact children's developmental outcomes.
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