Dr. Michal Perlman

Professor, University of Toronto and Director, Dr. R.G.N. Laidlaw Research Centre, University of Toronto


Curriculum vitae



416-978-0596


Ontario Institute for Studies in Education (OISE)

University of Toronto

252 Bloor Street West
Toronto, Ontario, Canada
M5S 1V6


Caregiver cognitive sensitivity: Measure development and validation in Early Childhood Education and Care (ECEC) settings


Journal article


Sharon Pauker, Michal Perlman, Heather Prime, Jennifer Jenkins
Early Childhood Research Quarterly, vol. 45, Elsevier {BV}, 2018, pp. 45--57


Cite

Cite

APA   Click to copy
Pauker, S., Perlman, M., Prime, H., & Jenkins, J. (2018). Caregiver cognitive sensitivity: Measure development and validation in Early Childhood Education and Care (ECEC) settings. Early Childhood Research Quarterly, 45, 45–57. https://doi.org/10.1016/j.ecresq.2018.05.001


Chicago/Turabian   Click to copy
Pauker, Sharon, Michal Perlman, Heather Prime, and Jennifer Jenkins. “Caregiver Cognitive Sensitivity: Measure Development and Validation in Early Childhood Education and Care (ECEC) Settings.” Early Childhood Research Quarterly 45 (2018): 45–57.


MLA   Click to copy
Pauker, Sharon, et al. “Caregiver Cognitive Sensitivity: Measure Development and Validation in Early Childhood Education and Care (ECEC) Settings.” Early Childhood Research Quarterly, vol. 45, Elsevier {BV}, 2018, pp. 45–57, doi:10.1016/j.ecresq.2018.05.001.


BibTeX   Click to copy

@article{pauker2018a,
  title = {Caregiver cognitive sensitivity: Measure development and validation in Early Childhood Education and Care (ECEC) settings},
  year = {2018},
  journal = {Early Childhood Research Quarterly},
  pages = {45--57},
  publisher = {Elsevier {BV}},
  volume = {45},
  doi = {10.1016/j.ecresq.2018.05.001},
  author = {Pauker, Sharon and Perlman, Michal and Prime, Heather and Jenkins, Jennifer}
}

Abstract

Cognitive sensitivity refers to a person’s ability to create a cognitively stimulating environment when interacting with a less experienced partner while being attuned to this partner’s emotional state. We developed the Educator Cognitive Sensitivity (ECS) scale to measure the quality of individual educator’s interactions with children in Early Childhood Education and Care settings (ECEC). The ECS scale was designed to be easy to train and quick to administer. Three hundred and fifty educators from 135 classrooms in 69 ECEC providers in Toronto were observed and coded using the ECS scale. Results show that it has excellent internal consistency with all items loading onto a single factor. In terms of concurrent validity, it was moderately correlated to the different subscales of the Classroom Assessment Scoring System and a short form of the Infant/Toddler Environmental Scale-Revised. Variance Component Analysis revealed that the majority of variance in ECS scores is explained by differences between educators, calling into question the practice of assessing quality of interaction at the classroom level. The relatively efficient ECS scale is a promising new measure of interaction in ECEC settings.



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