Semester
Spring
Date of Graduation
2013
Document Type
Thesis
Degree Type
MA
College
College of Education and Human Services
Department
Learning Sciences and Human Development
Committee Chair
Barbara G. Warash
Committee Co-Chair
Reagan Curtis
Committee Member
Suzanne Hartman
Abstract
Quality of pre-k collaborative and non-collaborative classrooms was investigated for differences in environmental quality between the two types of classrooms. Data was collected through the West Virginia Department of Health and Human Resources grant titled, "Quality Rating and Improvement for West Virginia Child Care." Quality was measured using the Early Childhood Environmental Rating Scale-Revised (ECERS-R), which has 43 items across seven subscales: Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interaction, Program Structure, and Parents and Staff. Thirty-six pre-k collaborative programs participated and 136 non-collaborative programs participated in the study. Non-collaborative pre-k classrooms had lower mean scores on all subscales except Personal Care Routines. There were significant differences between the two types of classrooms on three out of the seven subscales: Space and Furnishings, Activities, and Program Structure. There was also a significant difference between collaborative and non-collaborative classrooms based on their overall ECERS-R scores.
Recommended Citation
Day, Jessica S., "Differences in Early Childhood Environmental Rating Scale Scores in Collaborative and Non-Collaborative West Virginia Pre-K Classrooms located in Child Care Facilities" (2013). Graduate Theses, Dissertations, and Problem Reports. 625.
https://researchrepository.wvu.edu/etd/625