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Measuring interactional quality in pre-school settings: Introduction and validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale
journal contribution
posted on 2023-06-09, 14:32 authored by Steven J Howard, Iram Siraj, Edward C Melhuish, Denise Kingston, Cathrine Neilsen-Hewett, Marc de Rosnay, Elisabeth Duursma, Betty LuuResearch increasingly acknowledges the importance of high quality interactions that support and extend children’s thinking. Few measurement tools currently exist, however, to capture this specific aspect of process quality. The Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale was developed to assess interactional quality in early childhood education and care, and it includes dimensions of process quality based on developmental theories and practice in effective settings. This study compared ratings on the SSTEW and Early Childhood Environment Rating Scale – Extension (ECERS-E) to consider the impact of varying levels of curricular and interactional quality on child development in 45 Australian pre-school centres; namely the language, numeracy and socio-behavioural development of 669 children at the end of their pre-school year. Results indicated a level of predictive validity for interactional quality ratings as measured by SSTEW which, while related to curricular quality ratings on ECERS-E, differed in associations across domains of child development.
History
Publication status
- Published
File Version
- Accepted version
Journal
Early Child Development and CareISSN
0300-4430Publisher
Taylor & FrancisExternal DOI
Issue
7Volume
190Page range
1017-1030Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2018-08-14First Open Access (FOA) Date
2020-02-17First Compliant Deposit (FCD) Date
2018-08-20Usage metrics
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