Ashley Brunsek
Biographic Data
| ID | 6528276 |
|---|---|
| NAME | Ashley Brunsek |
| GIVEN NAMES | Ashley |
| FAMILY NAME | Brunsek |
| SIGNATURE | BRUNSEK A |
| AFFILIATIONS | University of Toronto |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial
High-quality early childhood education and care (ECEC) – particularly care defined by highly responsive interactions between educators and children – has the potential to have lasting positive impacts on children’s development. While there is variability in the level of quality among early education and care settings, professional development for early childhood educators has been shown to be an effective means to improve both ECEC quality and ch…
Exploring the role of educator personality on structural and process quality in early childhood education and care settings
Assessing Quality Quickly
Research Findings: In this study, we tested whether it is possible to reliably evaluate the quality of interactions between early childhood educators and children using a thin-slice coding approach. Ninety-seven early childhood educators were videotaped for two five-minute intervals: one mealtime observation and one standardized activity. Videos were scored using the shortened and revised 15-item Responsive Interactions for Learning – Educator (R…
Development and Evaluation of an Open-Source, Online Training for the Measurement of Adult-Child Responsivity at Home and in Early Childhood Education and Care Settings
Efforts to monitor and improve responsive caregiving for young children, because of its importance for child development, are part of the United Nations Sustainable Development Goals. Two brief observational measures of responsive caregiving have been developed and validated (Responsive Interactions for Learning—parent [RIFL-P] and educator [RIFL-Ed] versions), with the RIFL-P available in English, Portuguese, and Spanish. The aim of the current …
Early childhood specialization among Ecec educators and preschool children’s outcomes
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes
The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes
Early childhood specialization among Ecec educators and preschool children’s outcomes
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
Development and Evaluation of an Open-Source, Online Training for the Measurement of Adult-Child Responsivity at Home and in Early Childhood Education and Care Settings
Efforts to monitor and improve responsive caregiving for young children, because of its importance for child development, are part of the United Nations Sustainable Development Goals. Two brief observational measures of responsive caregiving have been developed and validated (Responsive Interactions for Learning—parent [RIFL-P] and educator [RIFL-Ed] versions), with the RIFL-P available in English, Portuguese, and Spanish. The aim of the current …
Assessing Quality Quickly
Research Findings: In this study, we tested whether it is possible to reliably evaluate the quality of interactions between early childhood educators and children using a thin-slice coding approach. Ninety-seven early childhood educators were videotaped for two five-minute intervals: one mealtime observation and one standardized activity. Videos were scored using the shortened and revised 15-item Responsive Interactions for Learning – Educator (R…
Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial
High-quality early childhood education and care (ECEC) – particularly care defined by highly responsive interactions between educators and children – has the potential to have lasting positive impacts on children’s development. While there is variability in the level of quality among early education and care settings, professional development for early childhood educators has been shown to be an effective means to improve both ECEC quality and ch…
Exploring the role of educator personality on structural and process quality in early childhood education and care settings
Early Childhood Education and Development (5 works) · Medical education (5 works) · Medicine (5 works) · Psychology (5 works) · Developmental psychology (4 works) · Early childhood (4 works) · Early childhood education (4 works) · Infant Development and Preterm Care (3 works) · Pedagogy (3 works) · Applied Psychology (2 works)