The Factor Structures of the Classroom Assessment Scoring System Pre-K and Mature Play Observation Tool in Multi-Ethnic Norwegian Early Childhood Centers
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| Title: | The Factor Structures of the Classroom Assessment Scoring System Pre-K and Mature Play Observation Tool in Multi-Ethnic Norwegian Early Childhood Centers |
|---|---|
| Language: | English |
| Authors: | Lisa Karlsen (ORCID |
| Source: | Journal of Early Childhood Research. 2024 22(1):106-121. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Evaluation, Early Childhood Education, Classroom Environment, Measures (Individuals) |
| Geographic Terms: | Norway |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System |
| DOI: | 10.1177/1476718X231195708 |
| ISSN: | 1476-718X 1741-2927 |
| Abstract: | The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of children with diverse language backgrounds in Norway. The study also evaluates the extent to which these tools complement each other to create a more comprehensive understanding of children's experiences in ECEC in this context. Using confirmatory factor analyses, our results from a sample of 125 multi-ethnic ECEC groups in Norway show a good fit for the two-factor (i.e., adult- and child-focused) model proposed by the authors of MPOT. In line with previous research, the three-factor (i.e., emotional support, classroom organization, and support for learning) model of CLASS required post hoc modifications, resulting in a marginally acceptable model fit. Overall, our findings provide evidence that the original factor structures of these tools can be modeled in urban ECEC centers in Norway, and using these tools provides different insights into children's ECEC experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413005 |
| Database: | ERIC |
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