A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens

Pakarinen, Eija; Lerkkanen, Marja‐Kristiina; Poikkeus, Anna‐Maija; Kiuru, Noona; Siekkinen, Martti; Rasku‐Puttonen, Helena; Nurmi, Jari‐Erik

doi:10.1080/10409280902858764

Cited by 210 publications

(165 citation statements)

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“…The CLASS has been widely used in the United States and in several European countries, and its validity has been established based on positive associations with other quality measures (e.g., Early Childhood Environment Rating Scale; Harms, Clifford, & Cryer, 1998), as well as based on positive associations with children's social and academic development (Cadima, Leal, & Burchinal, 2010;Mashburn et al, 2008;Pakarinen et al, 2010). However, although the three-factor solution has been shown to provide the best fit to the data in some studies (Hamre et al, 2014;Pakarinen et al, 2010), very high correlations among the three domains Running head: PROCESS QUALITY AND SELF-REGULATION 14 have been reported (Pakarinen et al, 2010), which is particularly problematic when trying to examine the extent to which each domain is related to specific outcomes (Hamre et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

“…The CLASS is an observational measure that assesses the social and emotional climate, as well as the instructional support provided in classrooms. Observers rated the classroom using a 7-point Likert on 10 distinct dimensions that are grouped in three domains (a) Emotional support considers the enthusiasm, enjoyment and the extent to which teachers provide comfort to children; (b) Classroom organization considers teacher's ability to use effective methods to monitor behavior and how well teachers maximize time spent in learning activities; (c) Instructional support considers the strategies used to promote children's higher order thinking skills and creativity, the degree to which teachers' feedback extends children's learning and the use of language-stimulation techniques.The CLASS has been widely used in the United States and in several European countries, and its validity has been established based on positive associations with other quality measures (e.g., Early Childhood Environment Rating Scale; Harms, Clifford, & Cryer, 1998), as well as based on positive associations with children's social and academic development (Cadima, Leal, & Burchinal, 2010;Mashburn et al, 2008;Pakarinen et al, 2010). However, although the three-factor solution has been shown to provide the best fit to the data in some studies (Hamre et al, 2014;Pakarinen et al, 2010), very high correlations among the three domains Running head: PROCESS QUALITY AND SELF-REGULATION 14 have been reported (Pakarinen et al, 2010), which is particularly problematic when trying to examine the extent to which each domain is related to specific outcomes (Hamre et al, 2014).…”

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confidence: 99%

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Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Cadima

Verschueren

Leal

et al. 2015

J Abnorm Child Psychol

133

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This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52% boys). Children's self-regulation was observed in Running head: PROCESS QUALITY AND SELF-REGULATION 2 preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed selfregulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of selfregulation.Keywords: Teacher-child relationships; Classroom interactions; Self-regulation; Early education and care; Socially disadvantaged children Running head: PROCESS QUALITY AND SELF-REGULATION 3 Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children There has been a recent increase in universal early childhood services in many Western countries, based on a vast literature highlighting the preschool years as a critical period for the development of social, language and cognitive skills (Leseman, 2009). Increasing numbers of children are currently attending preschool throughout many countries (OECD, 2013). However, many children, especially from socially disadvantaged backgrounds, start school lacking critical skills for a successful transition to school, namely self-regulation (Blair & Razza, 2007). A growing number of studies have shown that self-regulation is linked to academic skills, such as literacy and mathematics, and to social competence (Blair & Razza, 2007;McClelland et al., 2007). Thus, identifying specific aspects of the environment that can contribute to the development of self-regulation becomes of crucial importance.An emergent literature suggests that emotionally-close, sensitive, well-organized, and cognitively stimulating interactions in the classroom are related to young children's development of social and academic outcomes (Burchinal, PeisnerFeinberg, Bryant, & Clifford, 2000;Hamre & Pianta, 2005). Classroom process quality refers to the quality of children's direct experiences and includes both the quality of teacher-child relationships and the overall classroom climate . To date, however, the links between classroom process quality and children's development of self-regulation have been largely overlooked. The current study investigates whether different facets of classroom process quality, namely the quality o...

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Cadima

Verschueren

Leal

et al. 2015

J Abnorm Child Psychol

133

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show abstract

“…Atendiendo a la idea expresada por Kraschy Carter (2009), los métodos que implican una comprobación rápida y un registro sencillo de lo observado son más fáciles de aplicar por el profesor en una clase durante el proceso de enseñanza. b) Agiliza las tareas de observación y registro del progreso de los alumnos en el aula, haciendo posible una auténtica evaluación continua (Pakarinen et al, 2010). c) Dispone de forma inmediata de toda la información de cada alumno y del conjunto de la clase, facilitando la detección temprana de necesidades y la adopción de medidas de apoyo y de refuerzo (Thelwall, 2000).…”

Section: Procedimientos De Recogida De Informaciónunclassified

Número Completo

Pedagogía¹

2015

Bordón. Revista De Pedagogía

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“…Although developed in the US, the CLASS-Pre K is widely used in several European countries, including Portugal. Its reliability and validation for different sociocultural contexts has been documented in literature (Cadima, Leal, and Burchinal 2010;Curby et al 2009;Hamre et al 2007;Pakarinen et al 2010). Infant Classrooms' Structural Characteristics Questionnaire (QSC-E; Barros et al 2013).…”

Section: Classroom Assessment Scoring System -Infant (Class-infant; Hmentioning

confidence: 99%

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

Barros

Cadima

Pinto

et al. 2017

Research Papers in Education

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Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant childcare, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms.This study examines the quality of caregiver-child interactions in infant classrooms and its association with caregiver qualifications and training, specifically the level of pre-service education and in-service training of the lead caregiver, whether she is exclusively assigned to an infant classroom or to more classrooms, and the pre-service holding at least a bachelor degree, whether exclusively assigned to the infant classroom or not, showed higher levels of quality. Few effects were found for inservice training. Results suggest that lead teachers with pre-service education in early childhood are likely to play an important role not only directly by interacting with children but also indirectly through team work.

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A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens

Cited by 210 publications

References 71 publications

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Número Completo

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

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