Measurement of quality in preschool child care classrooms: An exploratory and confirmatory factor analysis of the early childhood environment rating scale-revised

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Deborah J. Cassidy, Professor (Creator)
Stephen Hestenes (Creator)
Linda L. Hestenes, Associate Professor (Creator)
Sharon U. Mims, Academic Professional Instructor and Director of UNCG Childcare Education Program (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of the current study was to examine the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R) with a large sample (1313 classrooms). We explored both the seven subscales and the possibility of fewer distinct aspects of quality being measured by the scale. The large sample size allowed both exploratory and confirmatory factor analyses to be performed. The results showed two distinct factors, Activities/Materials (nine items) and Language/Interaction (seven items), which accounted for 69% of the variance. High internal consistency scores, a moderate correlation between the factor-based scales, and a strong correlation between the combined factor-based scales and the overall ECERS-R score suggested these were distinct factors that could serve as a proxy for the larger scale. Structural aspects of quality and teacher education were examined in relation to the new factor-based scales and the overall score. Implications for practitioners and future research suggestions are provided

Additional Information

Early Childhood Research Quarterly, 20(3), 345- 360
Language: English
Date: 2005
Preschool, Activities/Materials, Language/Interaction, Early Childhood, Teacher Education

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