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<p>The quality of ECEC has a significant influence on the development of cognitive skills; however, it is still unclear which dimensions of quality are most relevant. Data from two quality measures (ITERS-R/ ECERS-R) were used to model new latent quality factors designed to describe cognitive stimulation and these factors were used to predict cognitive development. The sample included 1096 children from 93 centers enrolled in 206 toddler groups and 205 preschool groups. Findings indicated that the ITERS-R cognitive stimulation factor was associated with verbal and non-verbal cognitive development at three years, and the ECERS-R cognitive stimulation factor was associated with verbal and non-verbal cognitive development at age five. Although these associations were small in magnitude, they were stronger than for the original scales’ total scores. The findings suggest that the new factors represent a useful additional way to document and understand ECEC quality and its relation to children’s cognitive development.</p>

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A new approach to predicting early cognitive outcomes from ECEC quality rating scales

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月19日

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  • Joakim E. Hansen,
  • Erik Eliassen,
  • Elisabeth Bjørnestad,
  • Edward Melhuish,
  • Jacqueline Barnes

摘要

The quality of ECEC has a significant influence on the development of cognitive skills; however, it is still unclear which dimensions of quality are most relevant. Data from two quality measures (ITERS-R/ ECERS-R) were used to model new latent quality factors designed to describe cognitive stimulation and these factors were used to predict cognitive development. The sample included 1096 children from 93 centers enrolled in 206 toddler groups and 205 preschool groups. Findings indicated that the ITERS-R cognitive stimulation factor was associated with verbal and non-verbal cognitive development at three years, and the ECERS-R cognitive stimulation factor was associated with verbal and non-verbal cognitive development at age five. Although these associations were small in magnitude, they were stronger than for the original scales’ total scores. The findings suggest that the new factors represent a useful additional way to document and understand ECEC quality and its relation to children’s cognitive development.