Steven J. Howard|Iram Siraj|Edward Melhuish|Denise Kingston|Cathrine Neilsen?Hewett|Marc de Rosnay|Elisabeth Duursma|Betty Luu
Measuring interactional quality in pre-school settings: introduction and validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale
University of Wollongong|University of Wollongong|University of Oxford|University of Wollongong|University of Oxford|University of Sussex|University of Wollongong|University of Wollongong|University of Wollongong|University of Wollongong
research increasingly acknowledges importance high quality interactions support extend childrens thinking measurement tools currently exist however capture specific aspect process quality sustained shared thinking emotional wellbeing sstew scale developed assess interactional quality early childhood education care includes dimensions process quality based developmental theories practice effective settings study compared ratings sstew early childhood environment rating scale extension ecerse consider impact varying levels curricular interactional quality child development 45 australian preschool centres namely language numeracy sociobehavioural development 669 children end preschool year results indicated level predictive validity interactional quality ratings measured sstew related curricular quality ratings ecerse differed associations across domains child development