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《幼儿环境评价量表及其修订版与儿童发展结果的关系：系统评价与荟萃分析》

The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes: A systematic review and meta-analysis.

作者信息

Brunsek Ashley, Perlman Michal, Falenchuk Olesya, McMullen Evelyn, Fletcher Brooke, Shah Prakesh S

机构信息

Applied Psychology and Human Development, University of Toronto/OISE, Toronto, Ontario, Canada.

Department of Gastroenterology, Alberta Children's Hospital, Calgary, Alberta, Canada.

出版信息

PLoS One. 2017 Jun 6;12(6):e0178512. doi: 10.1371/journal.pone.0178512. eCollection 2017.

DOI:10.1371/journal.pone.0178512
PMID:28586399
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5461062/
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.

摘要

幼儿环境评价量表（ECERS）及其修订版（ECERS-R）旨在作为质量的综合衡量标准，评估幼儿教育与保育（ECEC）项目的结构和过程方面。尽管ECERS/ECERS-R在研究和应用环境中经常被使用，但其与儿童发展结果之间的关联尚未得到系统的综述。本研究的目的是评估ECERS/ECERS-R与儿童幸福感之间的关联。截至2015年7月3日，完成了对Medline、PsycINFO、ERIC、大型数据集网站以及所有检索文章的参考文献部分的检索。符合条件的研究提供了ECERS/ECERS-R与ECEC项目中学龄前儿童的发展结果之间的统计联系。在选择进行全面审查的823项研究中，73项被纳入系统综述，16项进行了荟萃分析。所有符合条件的研究的合并样本包括33318名学龄前儿童。定性系统综述结果显示，ECERS/ECERS-R总分比子量表或因素更普遍地与积极结果相关。进行了17项独立的荟萃分析，以评估ECERS/ECERS-R与评估儿童语言、数学和社会情感发展结果的指标之间的关联强度。荟萃分析显示，ECERS/ECERS-R总分与儿童语言和积极行为发展结果之间存在少量微弱的影响（在预期方向上）。语言推理子量表与一项语言发展结果弱相关。研究在如何实施ECERS/ECERS-R、测量的发展结果以及报告的统计数据方面存在巨大的异质性，这限制了我们对许多研究进行荟萃分析的能力。在这一研究领域需要研究方法上有更大的一致性。尽管存在这些方法上的挑战，但ECERS/ECERS-R似乎确实捕捉到了对儿童幸福感很重要的质量方面；然而，关联强度较弱。

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