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International tool “ECERS-R scale”: research of education quality comprehensive assessment of preschool education

Annotation

We center on the issues of contemporary preschool education, priority objectives, edu-cational environment quality and the problems of assessing its quality. We describe and substantiate different approaches used in assessing education quality. We pay attention to the description of ECERS-R methods “Scale for comprehensive assessment of education quality in preschool educational institutions”, the latest version of which has been pre-adapted and tested in Russian regions. We also analyze the experience of using this technique in other countries. We show that the ECERS-R method is not only highly reliable, but also plays an important role in preschoolers development, as the method tool has a high level of elaboration and is based on humanistic pedagogy ideas. In the context of contemporary Russian education, this technique is relevant, since the evaluation criteria given in it (sub-scales and indicators in the ECERS-R scale tools) have a direct analogy with the educational areas described in the Federal State Educational Standard of Preschool Education.

Keywords

education quality; longitudinal study; developing educational environment; educational programme; Federal State Educational Standard of Preschool Education (FSES PE); evalua-tion scale Early Childhood Environment Rating Scale-Revised (ECERS-R)

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DOI

10.20310/1810-0201-2019-24-180-118-123

UDC

373.21

Pages

118-123

References

1. Veraksa N.E., Veraksa A.N. Otsenka kachestva doshkol’nogo obrazovaniya: zarubezhnyy opyt [Quality assessment of preschool education: foreign experience]. Sovremennoye doshkol’noye obrazovaniye. Teoriya i praktika – Preschool Education Today. Theory and Practice, 2011, no. 3, pp. 22-31. (In Russian). 2. Aliyeva T.I., Trifonova E.V., Rodina N.M., Vasyukova N.E. Vystraivaniye i aprobatsiya modeley otsenki kachestva doshkol’nogo obrazovaniya [The development and validation of models for assessing the quality of preschool education]. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2013, no. 3, pp. 108-118. (In Russian). 3. Yudina E.G. Shkaly ECERS kak metod otsenki kachestva i razvitiya rossiyskoy sistemy doshkol’nogo obrazovaniya [ECERS scales as a method of assessing quality and development of the Russian preschool educational system]. Sovremennoye doshkol’noye obrazovaniye. Teoriya i praktika – Preschool Education Today. Theory and Practice, 2015, no. 7 (59), pp. 22-26. (In Russian). 4. Harms T., Clifford R.M., Krayyer D. Shkaly dlya kompleksnoy otsenki kachestva obrazovaniya v doshkol’nykh obrazovatel’nykh organizatsiyakh [Scales for comprehensive assessment of education quality in preschool educational institutions]. Moscow, “Natsional’noye obrazovaniye” Publ., 2016. (In Russian). 5. Zvonnikov V.I., Chelyshkova M.B. Zarubezhnyy opyt sozdaniya sistem otsenki kachestva obrazovaniya [Foreign experience of education quality assessment system creation]. Materialy mezhregional’nogo soveshchaniya [Proceedings of Interregional Meeting], Moscow, 2007, pp. 101-115. (In Russian). 6. Le-van T.N. Razvivayushchaya otsenka kachestva doshkol’nogo obrazovaniya s ispol’zovaniyem mezhdunarodnykh shkal kompleksnoy otsenki ECERS: problemy i perspektivy [Developing assessment of preschool education quality using international comprehensive assessment scales ECERS: problems and prospects]. Detskiy sad: teoriya i praktika [Kindergarten: Theory and Practice], 2016, no. 10, pp. 50-65. (In Russian). 7. Lyakh Y.A. Razrabotka i realizatsiya modeli longityudnogo issledovaniya kachestva doshkol’nogo obrazovaniya [Development and realization of the model of longitudinal study of preschool education quality]. Yaroslavskiy pedagogicheskiy vestnik – Yaroslavl Pedagogical Bulletin, 2017, no. 1, pp. 12-20. (In Russian). 8. Tokmakova M.I., Fedortseva M.B. Kompleksnaya otsenka kachestva obrazovaniya v doshkol’nykh obrazovatel’nykh organizatsiyakh s ispol’zovaniyem shkal ECERS-R [Comprehensive assessment of education quality in preschool educational institutions using ECERS-R scales]. Materialy nauchno-prakticheskoy konferentsii: «Munitsipal’naya sistema obrazovaniya: prostranstvo obrazovatel’nykh vozmozhnostey i obshchestvennogo dialoga» [Proceedings of Scientific and Practical Conference: “Municipal Education System: Space for Educational Opportunities and Public Dialogue”]. Novokuznetsk, Municipal autonomous educational institution of additional professional education “Vocational Training Institute”, 2017, pp. 139-141. (In Russian). 9. Shiyan O.A., Vorobyeva E.V. Novyye vozmozhnosti otsenki kachestva obrazovaniya: shkaly ECERS-R aprobirovany v Rossii [New opportunities in the education quality assessment: ECERS-R scales tested in Russia]. Sovremennoye doshkol’noye obrazovaniye. Teoriya i praktika – Preschool Education Today. Theory and Practice, 2015, no. 7 (59), pp. 38-49. (In Russian). 10. Shiyan I.B., Zadadayev S.A., Le-van T.N., Shiyan O.A. Aprobatsiya shkal otsenki kachestva doshkol’nogo obrazovaniya ECERS-R v detskikh sadakh goroda Moskvy [Approbation of scales of quality assessment of pre-school education (early childhood environment rating scales – ECERS-R) in Moscow kindergartens]. Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta. Serija Pedagogika i psihologija – Vestnik of Moscow City University. Series “Pedagogy and Psychology”, 2016, no. 2 (36), pp. 77-92. (In Russian).

Received

2019-03-04

Section of issue

Pedagogy of preschool and primary education

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