Additional information
by Kathy Sylva (Author), Iram Siraj (Author), Brenda Taggart (Author)
Young children's learning depends on a wide range of experiences that support their holistic development. While many different curricular frameworks are used around the world, there is increasing agreement that the emerging academic skills of language and literacy, mathematics, and science should be supported by a playful pedagogy in the early years. The Early Childhood Quality Rating Scale--Emergent Curriculum (ECQRS-EC) is designed to measure quality in these key areas within preschool settings. In addition to three content-area subscales, this evidence-based tool includes a subscale dedicated to diversity and inclusion to help educators support gender and cultural differences in children 3-6 years old who are developing at different rates. Because it recognizes the important role of the adult in providing children with high-quality interactions, this new quality rating scale can be used for research, teacher self-evaluation, and program improvement, audit, and regulation.
Book Features:
- Focuses on the role of the early childhood educator, their pedagogy, and planning.
- Items are firmly grounded in culturally and developmentally appropriate practice.
- Diversity Subscale, "Supporting Diversity and Inclusion," reflects the importance of sensitivity to supporting special needs and being inclusive of all cultures, including Indigenous people.
Author Biography
Kathy Sylva is Professor of Educational Psychology at the University of Oxford. She has researched extensively in the education and care of young children, with a special interest in the effects of early education and also the role of education in combating social disadvantage.
Iram Siraj is Professor of Child Development and Education at the University of Oxford, UK and Research Professor, University of Maynooth, Ireland. She is coauthor of each of the Curriculum, Leadership and Interaction Quality Rating Scales (CLIQRS) and has led several RCTs on effective professional learning.
Brenda Taggart is an Honorary Senior Research Associate at University College London Institute of Education. She co-led on the Effective Pre-school, Primary, and Secondary Education (EPPSE 1997-2014). Her background is in teaching and research that explores the impact of educational initiatives.
Denise Kingston is Senior Researcher at Oxford University and an Honorary Research Fellow at the University of Sussex. She is a specialist in children's development, with a background in educational psychology. Her research focus is effective professional development and early childhood pedagogy and practice.
