The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers
Bibliographic Data
| ID | 12725096 |
|---|---|
| Authors | Lisa Karlsen (0000-0001-7606-9723, BI Norwegian Business School, corresponding author), Veslemøy Rydland (0000-0002-2036-3920, University of Oslo), Elisabet Solheim Buøen (0000-0001-7120-4586, Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Norway), Deborah L Vandell (0000-0003-2373-9783, University of California System), Ratib Lekhal (0000-0002-3750-4275, University of Oslo) |
| Year | 2023 |
| Volume | 22 |
| Issue | 1 |
| Pages | 106-121 |
| Publication date | 2023-09-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x231195708 |
| OpenAlex | W4386520386 |
| Language | EN |
| Citations received | 3 |
| References cited | 27 |
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
Class (philosophy · Class size · Confirmatory factor analysis · Context (archaeology · Context effect · Developmental psychology · Early childhood · Early childhood education · Educational assessment · Ethnic group · Mathematics education · Norwegian · Pedagogy · Quality (philosophy · Sociology · Structural equation modeling · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Parental Involvement in Education · Psychology
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| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |