Assesses theextent to which early childhood teachers’ beliefs about classroom practice,including the importance of and strategies for building social competence amongchildren in the classroom, are aligned with current thinking about bestpractices. Although the measure was tested with teachers in kindergartensettings, the content of the items is highly appropriate for pre-schoolteachers, and potentially for teachers of some first-grade classrooms as well(depending upon the philosophy of the classroom). In all, approximately 15-20minutes is required to complete the measure. This measure has no meaningfulcut-off scores; rather, descriptive data provide indications of the degree towhich teachers endorse practices considered in the field to be more or lessappropriate for the learning and development of young children. This measurewas developed in conjunction with an observation measure (Charlesworth et al.,1993) which, when paired, provide information about the degree to which thepractices that teachers endorse are objectively apparent in their classroompractices.
Charlesworth, R., Hart, C.H.., Burts, D.C.,Thomasson, R.H.., Mosley, J., & Fleege, P. O. (1993). Measuring thedevelopmental appropriateness of kindergarten teachers’ beliefs and practices. Early Childhood Research Quarterly, 8, 255-276.
See Ages and Stages Questionnaire(ASQ), Caregiver Interaction Scale (CIS), Child Behavior Checklist (CBCL), Child Behavior Questionnaire (CBQ), Early Childhood Environment Rating Scale (ECERS), MacArthur-Bates Child DevelopmentIndex (CDI), Social Skills ImprovementSystem (SSIS)