Measuring Responsive Interactions for Learning in Outdoor Early Childhood Education and Care Settings: A Validation Study

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Research and Quality in Early Childhood Education (Table 7)

Abstract

There is growing recognition of the importance of early childhood education and care settings (ECEC) with high quality outdoor environments. This study evaluated the psychometric properties of the Responsive Interactions for Learning – Educator version (RIFL-Ed) for use in outdoor interactions. Across 68 outdoor environments, 161 educators were observed. A unidimensional and four-factor model was supported. Both showed good internal consistency (α = 0.80–0.96). RIFL-Ed Total had small, significant correlations with the Preschool Outdoor Environment Measurement Scale (r = 0.27, p < .001; r = 0.24, p = .002). Item and test performance found good discrimination across responsivity levels. The RIFL-Ed is a promising measure for quickly and efficiently capturing the quality of educator child interaction in outdoor environments.

Authors

• Esther Yu, University of Toronto - OISE

• Samantha Burns, University of Guelph

• Michal Perlman, University of Toronto - OISE