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Published VersionCC BY-NC V4.0, Open Access
Journal article
Feasibility and initial psychometric properties of the observe, reflect, improve children's learning tool (ORICL) for early childhood services: A tool for building capacity in infant and toddler educators
Australasian Journal of Early Childhood, Vol.49(3), pp.189-206
2024
Abstract
Child observation is a critical component of quality pedagogy in early childhood education and care (ECEC). The ORICL (Observe, Reflect, Improve Children's Learning) tool was co-designed by ECEC researchers, policymakers, leaders, and practitioners to support this work. Educators rate the experiences of individual children, and responses of educators and peers on 118 items across five domains. In this study of the utility of ORICL, the tool was used by 21 educators across 12 ECEC services for a total of 66 children. Descriptive statistical analyses were used to determine how educators used the full range of the ORICL rating scale, and the psychometric properties of the tool were explored. Findings suggest that the ORICL items can be readily observed and rated by educators for children aged under 3 years, the rating scale is appropriate, and there is early evidence to support the domain structure of the tool.
Details
- Title
- Feasibility and initial psychometric properties of the observe, reflect, improve children's learning tool (ORICL) for early childhood services: A tool for building capacity in infant and toddler educators
- Authors
- Kate E. Williams (Corresponding Author) - Queensland University of TechnologyMagdalena Janus (Author) - McMaster UniversityLinda J. Harrison (Author) - Macquarie UniversitySandie Wong (Author) - Macquarie UniversitySheena Elwick (Author) - Charles Sturt UniversityLaura McFarland (Author) - The University of Melbourne
- Publication details
- Australasian Journal of Early Childhood, Vol.49(3), pp.189-206
- Publisher
- Sage Publications Ltd.
- Date published
- 2024
- DOI
- 10.1177/18369391231194374
- ISSN
- 1839-5961; 1836-9391
- Copyright note
- © The Author(s) 2023. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
- Data Availability
- The data that support the findings of this study are not available due to ethical restrictions.
- Grant note
- Charles Sturt University Grant Development Funding.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99990896402621
- Output Type
- Journal article
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