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Early Childhood Classroom Environment Assessment Scale (ECCEAS): A Validity and Reliability Study

Year 2022, Issue: 56, 1 - 34, 01.09.2022
https://doi.org/10.9779/pauefd.961254

Abstract

The study's aim was to develop the Early Childhood Classroom Environment Assessment Scale (ECCEAS) to measure the quality of preschool classroom environments as well as the scale's validity and reliability. This study was conducted using a survey research design and the study sample consisted of 312 preschool teachers determined by maximum diversity sampling. First, Principal Components Analysis (PCA) and then Confirmatory Factor Analysis (CFA) was performed. Cronbach alpha internal consistency reliability was calculated for reliability analysis. As a result of the analysis, it was determined that the scale consisted of 38 items and 5 factors, and the factors explained a total common variance of 52.13%. As a result of the analysis, when the goodness of fit index values of the scale (RMSEA=.076, S-RMR=.025, GFI=.67, AGFI=.63, NFI=.79, NNFI=.89, CFI=.90, IFI=.90), It is seen that GFI, AGFI, NFI values corresponded to poor fit, whereas the NNFI, CFI, and IFI corresponded to a good fit. The Cronbach alpha were .86, .84, .74, .66, and .84, respectively. Thus, a valid and reliable scale was obtained.

References

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Erken Çocukluk Sınıf Ortamı Değerlendirme Ölçeği Geçerlik ve Güvenirlik Çalışması

Year 2022, Issue: 56, 1 - 34, 01.09.2022
https://doi.org/10.9779/pauefd.961254

Abstract

Bu araştırmanın amacı, Erken Çocukluk Sınıf Ortamı Değerlendirme Ölçeği’nin (EÇSODÖ) geliştirilmesi ve geçerlik-güvenirlik çalışmasının yapılmasıdır. Araştırmanın çalışma grubunu maksimum çeşitlilik örnekleme yoluyla belirlenen toplam 312 okul öncesi öğretmeni oluşturmaktadır. Öncelikle Temel Bileşenler Analizi (TBA) daha sonra Doğrulayıcı Faktör Analizleri (DFA) yapılmıştır. Güvenirlik analizleri için de Cronbach alfa iç tutarlılık güvenirliği hesaplanmıştır. Analizler sonucunda ölçeğin 38 madde ve 5 faktörden oluştuğu belirlenmiştir. Faktörler toplamda %52.13 oranında ortak varyansı açıklamıştır. Analizler sonucunda ölçeğin uyum indeks değerleri (RMSEA=.076, S-RMR=.025, GFI=.67, AGFI=.63, NFI=.79, NNFI=.89, CFI=.90, IFI=.90) incelendiğinde GFI, AGFI, NFI değerleri zayıf uyuma karşılık gelirken NNFI, CFI, IFI’ nın iyi uyuma karşılık geldiği görülmektedir. Cronbach alfa iç tutarlık katsayıları sırasıyla .86, .84, .74, .66 ve .84 olarak belirlenmiştir. Bu doğrultuda geçerli ve güvenilir bir ölçek elde edilmiştir.

References

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  • Aktulun, Ö. U., & Kiziltepe, G. I. (2018). Using learning centers to improve the language and academic skills of preschool children. World Journal of Education, 8(6), 32-44. https://doi.org/10.5430/wje.v8n6p32.
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  • Azlina, W., & Zulkiflee, A. S. (2012). A pilot study: The impact of outdoor play spaces on kindergarten children. Procedia-Social and Behavioral Sciences, 38, 275-283. https://doi.org/10.1016/j.sbspro.2012.03.349.
  • Babaroğlu, A. (2018). Eğitim ortamları açısından okul öncesi eğitim kurumları. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 1313-1330. https://doi.org/10.17240/aibuefd.2018.18.39790-471118
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  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1189. https://doi.org/10.1037/0003-066X.44.9.1175
  • Bandura, A. (1995). Self-Efficacy in Changing Societies. A. Bandura (Ed.). Exercise of personal and collective efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.
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  • Brodin, J., & Renblad, K. (2019). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 1-9. https://doi.org/10.1080/03004430.2018.1564917
  • Broekhuizen, M. L., Mokrova, I. L., Burchinal, M. R., Garrett-Peters, P. T., & Family Life Project Key Investigators. (2016). Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems. Early Childhood Research Quarterly, 36, 212-222. https://doi.org/10.1016/j.ecresq.2016.01.005
  • Bronfenbrenner, U. (1976). The Experimental Ecology of Education. Educational Researcher, 5(9), 5-15. https://doi.org/10.3102/0013189X005009005
  • Bronfenbrenner, U. (1994). Ecological models of human development. (2nd) In International Encyclopedia of Education, Vol. 3. Ed. Oxford: Elsevier.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Che Ahmad, C. N., & Amirul, N. J. (2017). The effect of the physical learning environment on students’ health, enjoyment, and learning. Jurnal Pendidikan Sains dan Matematik Malaysia (JPSMM UPSI), 7(1), 47-55. https://doi.org/10.37134/jpsmm.vol7.no1.4.2017
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  • Çobanoğlu, R., Yıldırım, A., & Aydın, Y. Ç. (2020). Okul öncesi eğitimin niteliğine bir bakış: Aileler, öğretmenler ve çalışma koşulları ile ilgili sorunlar. Eğitimde Nitel Araştırmalar Dergisi, 8(2), 407-430.
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There are 83 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Dilek Acer Çakar 0000-0002-0608-2073

Kaan Zulfikar Deniz 0000-0003-0920-538X

Nergiz Teke 0000-0002-7281-7509

Tuğba Baş 0000-0003-1093-2445

Emine Kılınçcı 0000-0002-3848-0404

Nur Aksoy This is me 0000-0002-8693-0588

Publication Date September 1, 2022
Submission Date July 8, 2021
Acceptance Date February 16, 2022
Published in Issue Year 2022 Issue: 56

Cite

APA Acer Çakar, D., Deniz, K. Z., Teke, N., Baş, T., et al. (2022). Erken Çocukluk Sınıf Ortamı Değerlendirme Ölçeği Geçerlik ve Güvenirlik Çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(56), 1-34. https://doi.org/10.9779/pauefd.961254