CLASS and ECERS-R methods in studying quality of educational environment as a predictor of self-regulation development in preschoolers

Abstract

Background. Testing effectiveness of tools for measuring the quality of educational environment in kindergarten groups in predicting the executive functions development of preschoolers is an important task in modern psychology, since the success of preparing a child for schooling largely depends on their validity. 

Objective. The study had its purposes: 1) to compare the assessments of the educational environment quality obtained by means of ECERS-R and CLASS methods in groups of Moscow kindergartens; 2) to identify interconnections between these assessments and the executive functions development in the preschoolers during one academic year (from the senior to the preparatory group of the kindergarten). 

Sample. The study involved 360 preschoolers of 26 groups of Moscow kindergartens. Assessment of the levels of executive functions development was carried out twice — in the senior groups and a year later — in the preparatory groups. 

Method. To assess the quality of educational environment, two methods were implemented in the study: CLASS (Classroom Assessment Scoring System) (Pianta, La Paro, Hamre, 2008) and ECERS-R (Early Childhood Environment Rating Scale– Revised) (Harms, Cliff ord, Cryer, 2005; Harms, Cliff ord, Cryer, 2016). To assess the main components of executive functions (visual and verbal working memory, inhibition and cognitive fl exibility), we used a set of methods tested earlier on preschoolers (Almazova, Bukhalenkova, Veraksa, 2019). 

Results. Assessments carried out in Moscow kindergartens revealed a high and average level of the quality of educational environment according to the CLASS method, and an average and low level — according to the ECERS-R method. It was found that assessments of educational environment obtained by means of ECERS-R and CLASS methods do not contradict yet complement each other and are not always linearly related. Children with a high level of executive functions development are more likely to attend groups with a high level of educational environment quality according to CLASS method and a low and medium — according to ECERS-R method. Preschoolers with a low level of executive functions development are more likely to attend groups with a low level of educational environment according to CLASS method and a medium-low level — according to ECERS-R method. Most of the differences in the assessments of executive functions in children attending groups with diff erent quality of educational environment were obtained for visual working memory and inhibition. 

Conclusion. The CLASS and ECERS-R methods complement each other and therefore it is recommended to combine them both in practical work with preschool institutions and in scientific research.