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Cultural considerations of ECERS-3 in Sweden: a reflection on adaption

Journal article
Authors Susanne Garvis
Sonja Sheridan
Pia Williams
Elisabeth Mellgren
Published in Early Child Development and Care
Volume 188
Issue 5
Pages 584-593
ISSN 0300-4430
Publication year 2018
Published at Department of Education, Communication and Learning
Pages 584-593
Language en
Keywords ECERS-3, quality, early childhood, Sweden, preschool
Subject categories Pedagogy


Quality in early childhood education is an important topic in many countries. Research suggests that high-quality preschool provides many long-term benefits for young children and society. How to measure early childhood quality however can be problematic. One approach has been the use of the Early Childhood Environmental Rating Scale (ECERS), an observational scale of the learning environment created in the United States of America. The scale has been used in over 30 countries and translated into different languages. This article discusses cultural issues in relation to the use of ECERS-3 in Swedish preschools. While many of the indicators are easily transferable, some need cultural consideration. These include understanding the Swedish child perspective as expressed in the preschool curriculum, Swedish preschool design and Swedish pedagogy around interaction and safety issues. The article suggests that an adaptation of the scale is needed to be implemented effectively in the Swedish preschool context.

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