Peer-reviewed article
Ecological Theory in Early Literacy Assessment: A Preschool Teacher-Focused Scale (ETELAS-PT).
Sırma Seda Bapoğlu Dümenci, Figen Turan ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study developed and validated a new assessment scale called ETELAS-PT to measure preschool teachers' practices and awareness in supporting early literacy development using an ecological framework based on Bronfenbrenner's theory. The scale was tested with 221 preschool teachers and identified four key ecological dimensions: Mesosystem, Exosystem, Macrosystem, and Chronosystem. The resulting 25-item instrument showed strong statistical properties and internal consistency. The tool could help teachers understand how children's literacy development is shaped by classroom practices, family routines, peer relationships, and cultural influences.
Key points
- The ETELAS-PT scale contains 25 items organized into four ecological factors based on Bronfenbrenner's theory
- The scale was validated with 221 preschool teachers (96.8% female; 56.9% with 10+ years of experience)
- High internal consistency achieved (Cronbach's α = 0.923; McDonald's ω = 0.932)
- Four-factor structure explained 64.35% of total variance with acceptable model fit indices
- Tool assesses teachers' practices and awareness rather than just child literacy outcomes
Limitations
The study does not report which countries or regions the teachers came from, limiting understanding of cultural and contextual applicability. The document does not evaluate whether use of this assessment tool actually improves children's literacy outcomes or teacher practices.
Abstract
Early literacy development in preschool is shaped by children's individual skills and environmental contexts, including classroom practices, family routines, peer relationships, and cultural influences. While children's engagement with literacy is embedded in daily interactions, most assessment tools remain focused on child outcomes, providing limited information about teachers' practices and their engagement with the ecological theory that supports early literacy development. Based on Bronfenbrenner's Ecological Theory, this study developed the Ecological Theory Early Literacy Assessment Scale (ETELAS-PT) to assess preschool teachers' practices and awareness related to supporting children's early literacy development within an ecological framework. Scale development involved a literature review, analysis of existing early literacy assessment instruments, and teacher interviews. The items were refined through expert review and pilot testing with nine teachers. The resulting instrument was administered to 221 preschool teachers (96.8% female; 56.9% with ≥10 years of experience) in public and private institutions. Psychometric analyses revealed a four-factor structure: Mesosystem, Exosystem, Macrosystem, and Chronosystem, with 25 items. Factor analysis showed high sampling adequacy (KMO = 0.894) and significant sphericity (χ2(300) = 3727.006, p < 0.001), with the four-factor structure explaining 64.35% of the total variance. Confirmatory analysis demonstrated an acceptable model fit (CMIN/df = 2.241; RMSEA = 0.069; SRMR = 0.075; CFI = 0.909; IFI = 0.910). The scale showed high internal consistency (α = 0.923; ω = 0.932). By identifying the ecological dimensions important to both early literacy development and preschool teachers' practices and awareness, the ETELAS-PT provides a psychometrically supported tool that could be used for professional support as well as contextualized approaches towards early literacy practice in preschool.