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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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Listed:
  • Ashley Brunsek
  • Michal Perlman
  • Olesya Falenchuk
  • Evelyn McMullen
  • Brooke Fletcher
  • Prakesh S Shah

Abstract

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.

Suggested Citation

  • Ashley Brunsek & Michal Perlman & Olesya Falenchuk & Evelyn McMullen & Brooke Fletcher & Prakesh S Shah, 2017. "The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes: A systematic review and meta-analysis," PLOS ONE, Public Library of Science, vol. 12(6), pages 1-29, June.
    • Handle: RePEc:plo:pone00:0178512
    DOI: 10.1371/journal.pone.0178512
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    References listed on IDEAS

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    1. Terri J. Sabol & Robert C. Pianta, 2014. "Do Standard Measures of Preschool Quality Used in Statewide Policy Predict School Readiness?," Education Finance and Policy, MIT Press, vol. 9(2), pages 116-164, March.
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    1. Aguiar, Ana Lúcia & Aguiar, Cecília, 2020. "Classroom composition and quality in early childhood education: A systematic review," Children and Youth Services Review, Elsevier, vol. 115(C).

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