Books by Vasilis Grammatikopoulos
The purpose of the current chapter is to discuss the significance and the evaluation of process a... more The purpose of the current chapter is to discuss the significance and the evaluation of process and structural quality in Early Childhood Education and Care (ECEC), and how they are linked with children's and teacher's characteristics. The term “quality” and its relationship with several aspects of early childhood education are presented. Furthermore, apart from the traditional value and purpose of evaluation procedures, this chapter attempts to present an alternative contribution that the evaluation of ECEC environments can offer. The role of observational evaluation scales is discussed and their function is highlighted. Finally, the chapter discusses the vital role of observational measures in ECEC environment evaluation, and how the evaluation of the quality can promote the early educators’ professional development.
Gregoriadis, A., Zachopoulou, E., Grammatikopoulos, V., Liukkonen, J., Leal, T., Gamelas A. M., et al. (2014). Good practices in early childhood education: Looking at early educators’ perspectives in six European countries. Thessaloniki: Christodoulidi Publishers.
The purpose of this chapter is to highlight the impact of an ‘‘Early Steps Physical Education Cur... more The purpose of this chapter is to highlight the impact of an ‘‘Early Steps Physical Education Curriculum’’ (ESPEC) in children’s attitudes and awareness toward a healthy lifestyle in early childhood. ESPEC was a part of a five-European country intervention program named ‘‘Early Steps’’ project. Early Steps project was a European Union funded initiation that targeted at improving children’s healthy lifestyle and social development. The main philosophy behind the ‘‘Early Steps’’ project was the use of physical education activities to help children acquire the basic knowledge of social interaction skills, and healthy and active lifestyle. The ESPEC was designed to improve children’s awareness of the importance of a healthy lifestyle. The curriculum comprised of 24 physical education lessons, which aimed through the acquisition of several motor skills at making children in early childhood engage more actively in a healthy lifestyle. Results showed that children developed several healthy habits through their participation in play experiences provided by the ‘‘ESPEC for healthy lifestyle.’’ Such findings could lead to the conclusion that (a) children’s attitudes toward a healthy lifestyle can be influenced positively and enhanced in a carefully organized physical education program and (b) curriculum-based initiatives that aim at improving children’s attitudes and behaviors, such as the ‘‘ESPEC for healthy lifestyle’’ program, can be implemented effectively in early childhood
education.
The aim of this chapter was to highlight the neglected or underestimated role of movement program... more The aim of this chapter was to highlight the neglected or underestimated role of movement programs in ECE as means to enhance children’s creativity. Creative development and motor development of children are considered two interrelated developmental procedures. However, it has been supported that creativity has a different significance across the curriculum. To this matter, Craft described creativity as a continuum of strategies common to all subjects, which allows creativity to be expressed in different ways in various subjects.
Hence, a question arose regarding the existence of a general “mechanism of creativity” that could be common in all children’s mind. This question was addressed suggesting the possible existence of a mechanism that could involve a carrying over of experience and skills children acquired from solving movement tasks to any problem-solving situation and from creative movement to all aspects of creativity. It was also supported that the development of creativity can be at least equally fostered through movement programs in early childhood compared to the contribution of other domains.
Another question concerned whether “creative knowledge” and creative skills are not domain specific, but “transferable skills”. For example, a child that displays creativity in arts is not necessarily equally creative in science. Creativity in arts may be manifested in completely different ways from motor creativity, but it derives from the same cognitive mechanism. Hence, even if creative knowledge from one subject cannot be applied to others, children can be trained in the mechanism that is necessary to produce creativity.
The latter argument seems to further bolster the role movement programs can play in the development of creativity for two more reasons. First, because movement at this age is considered one of the most basic tool for expression, action, learning and communication, and second, because kinaesthetic modality is considered the most appropriate for enhancing creativity at this age.
Furthermore, the role of the motor domain in creativity was discussed by examining three parameters: (a) the relation between movement and intrinsic motivation, (b) the strong linkage among movement, creativity and play, and (c) the important role teachers can play in creating an environment that will enhance creativity. Finally, several activities specifically designed and implemented to promote creativity were presented.
Future research efforts should try to verify empirically the role of the motor domain in creativity in ECE and the contribution of movement programs into all aspects of creativity. The lack of empirical evidence does not allow this theoretical proposal to draw firm conclusions. It can only function as an initial occasion to trigger future studies regarding the possible transferability of the “creative mechanism” or the design and application of appropriate movement programs for enhancing creativity.
Papers by Vasilis Grammatikopoulos
The Student–Teacher Relationship Scale (STRS) is one of the most
extensively used instruments tha... more The Student–Teacher Relationship Scale (STRS) is one of the most
extensively used instruments that evaluate the quality of teacher–
child relationships. The STRS has a strong theoretical background
based on attachment theory and research on parent–child and
teacher–child relationships. The purpose of this study was to examine
the dimensional structure of the adapted STRS proposed by Koomen
et al. (2012) in the Greek educational settings. Another purpose was
to examine the intercorrelations of the Dependency subscale with
the Closeness and Conflict subscales of the adapted version of STRS,
when applied in a cultural context different from the context, where
it was developed originally. We applied confirmatory factor analyses
with item parcelling in two independent samples (N1 = 118 teachers,
921 students and N2 = 118 teachers, 925 students). Findings provided
evidence for the dimensional structure of the adapted STRS subscales
and its validity. Results also showed that the Dependency subscale
is positively correlated with Closeness in Greece as a background
with more collectivistic characteristics. This finding suggests that the
cultural universality of dependency can be challenged and that the
possible socio-cultural influences in the nature and interpretation of
dependent relationships needs to be further examined.
The aim of the current study was to evaluate the relation of early
childhood education global qua... more The aim of the current study was to evaluate the relation of early
childhood education global quality with children outcomes in the
Greek early childhood education settings. Quality was assessed by the
Early Childhood Environment Rating Scale-Revised (ECERS-R), whereas
the Utrecht Early Math Competence Scale and Concepts About Print
Scale were used to measure child outcomes. The sample of the
current study was 51 Greek early childhood classrooms and 402
children (202 boys and 200 girls) attending these classrooms. Results
indicated that quality, measured by the ECERS-R, is significantly related
to children outcomes, such as early mathematical skills and knowledge
about print. The global quality measured by the ECERS-R is related to
child outcomes; however, more studies will be needed to fully
investigate the role of global quality in facilitating children’s cognitive
development. Implications of the study’s results at national and
international levels were also discussed.
The purpose of this study was to investigate the parents' perceptions concerning the impact of a ... more The purpose of this study was to investigate the parents' perceptions concerning the impact of a physical education program named ESPEC ('Early Steps' Physical Education Curriculum) on their children's social skills. This study's research design followed the 'concurrent triangulation strategy' of mixed method research. Based on this research design, parents participated in ESPEC evaluation providing both quantitative and qualitative data. The "Social Behavior Instrument" (SBI) was administered and 181 parents (87 from the control group and 94 from the experimental group) completed the SBI before and after the implementation of the ESPEC. For the qualitative data 16 randomly selected parents with children in the experimental group were interviewed. Results showed that no statistical differences were found between the control and experimental measures for all 18 items of SBI. The qualitative data provided a more insight view of the improvement of children's social skills. The overall picture, deriving from the results, showed that the implementation of a physical education program (ESPEC) had positive impact and improved various social behaviors and skills of preschoolers. This shows that physical education programs with their informal atmosphere and content constitute an ideal setting in which social skills can be developed. Also the participation of parents as valid and reliable external evaluators in intervention programs is further supported from the results of this study.
Studies in Educational Evaluation, 2005
This study was conducted to provide further information regarding factors associated with educati... more This study was conducted to provide further information regarding factors associated with educational evaluation, using a qualitative approach. Fitly-five interviews were carried out with school principals. The results of the present study supported the notion that the qualitative methods could provide information that quantitative procedures could not. Additionally, the findings also provided useful information for solving problems in OEP implementation and enhanced decision-making by indicating points of the program that should be improved.
This study is about the evaluation of an induction training program for Greek teachers. The progr... more This study is about the evaluation of an induction training program for Greek teachers. The program was evaluated by adopting an adjusted level model approach. Qualitative and quantitative data collection procedures were applied in order to assess the value of the training. The induction training was provided to Greek teachers who are appointed as permanent public employees at the beginning of each academic
year. The results were encouraging for the applicability of the level model based evaluation in educational settings. The sequential hierarchy of the model was also tested and supported for the levels that were assessed quantitatively. Further evidence is needed in order to support the integration of methods and the sequential order of the level model approach.
The purpose of this study was to investigate the parents' perceptions concerning the impact of a ... more The purpose of this study was to investigate the parents' perceptions concerning the impact of a physical education program named ESPEC ('Early Steps' Physical Education Curriculum) on their children's social skills. This study's research design followed the 'concurrent triangulation strategy' of mixed method research. Based on this research design, parents participated in ESPEC evaluation providing both quantitative and qualitative data. The " Social Behavior Instrument " (SBI) was administered and 181 parents (87 from the control group and 94 from the experimental group) completed the SBI before and after the implementation of the ESPEC. For the qualitative data 16 randomly selected parents with children in the experimental group were interviewed. Results showed that no statistical differences were found between the control and experimental measures for all 18 items of SBI. The qualitative data provided a more insight view of the improvement of children's social skills. The overall picture, deriving from the results, showed that the implementation of a physical education program (ESPEC) had positive impact and improved various social behaviors and skills of preschoolers. This shows that physical education programs with their informal atmosphere and content constitute an ideal setting in which social skills can be developed. Also the participation of parents as valid and reliable external evaluators in intervention programs is further supported from the results of this study.
This study was conducted to provide further information regarding factors associated with educati... more This study was conducted to provide further information regarding factors associated with educational evaluation, using a qualitative approach. Fitly-five interviews were carried out with school principals. The results of the present study supported the notion that the qualitative methods could provide information that quantitative procedures could not. Additionally, the findings also provided useful information for solving problems in OEP implementation and enhanced decision-making by indicating points of the program that should be improved.
Studies in Educational Evaluation, 2004
The purpose of the current study was to implement a newly proposed evaluation method (Dimitropoul... more The purpose of the current study was to implement a newly proposed evaluation method (Dimitropoulos, 1999), that is, the dynamic evaluation approach in the field of education. The dynamic approach was applied in order to evaluate the Olympic Education Program in Greece. The results of the present field study were encouraging. Dynamic evaluation appeared to be a promising tool concerning the evaluation of the educational program. It was, however, considered premature to draw firm conclusions as dynamic evaluation does not depend on any of the well-known evaluation models. Therefore, it is proposed that the method should be further tested in the future to ensure its evaluation efficiency.
Studies in Educational Evaluation, 2004
The purpose of the current study was to implement a newly proposed evaluation method (Dimitropoul... more The purpose of the current study was to implement a newly proposed evaluation method (Dimitropoulos, 1999), that is, the dynamic evaluation approach in the field of education. The dynamic approach was applied in order to evaluate the Olympic Education Program in Greece. The results of the present field study were encouraging. Dynamic evaluation appeared to be a promising tool concerning the evaluation of the educational program. It was, however, considered premature to draw firm conclusions as dynamic evaluation does not depend on any of the well-known evaluation models. Therefore, it is proposed that the method should be further tested in the future to ensure its evaluation efficiency.
Evaluation & Research in Education, 2007
Evaluation & Research in Education, 2007
International Journal of Educational Management, 2004
The aim of this study was to develop an instrument to evaluate the educational program's training... more The aim of this study was to develop an instrument to evaluate the educational program's training. The program used for this purpose was the Olympic Education Program, which has been implemented in Greek primary and secondary schools since 2000. First, the face validity of items was evaluated, second, the pool of the items selected was factor analyzed. Exploratory factor analysis indicated a three-factor solution with high internal consistency. The instrument, Professional Development Evaluation Form of the Olympic Education Program, consisted of three factors containing 21 items. The three factors obtained were``training'',``study groups'', and``total impression''. The results provide adequate psychometric support for the instrument. The questionnaire seems a promising tool for the evaluation of professional development procedures. Although the results were encouraging, further research would be very helpful in order to improve the instrument.
Day Care & Early Education, 2003
This study was designed to examine the underlying structure of the Children's Playfulness Scale (... more This study was designed to examine the underlying structure of the Children's Playfulness Scale (CPS). The CPS was administered to 602 children who were randomly divided into two groups (calibration and validation group). The calibration group (n= 279) included 137 boys and 142 girls, and the validation group (n= 323) included 162 boys and 161 girls, ranging in age from 4 to 6 years. A one-factor model was postulated and supported. According to the model, 5 variables measuring children's playfulness loaded on one factor (playfulness). In addition, the proposed model was found to be invariant across the two groups. Good cross-generalizability of the CPS appears to support its validity. Educators working in a preschool/kindergarten setting may use it with confidence when evaluating children's playfulness.
International Journal of Educational Management, 2007
Purpose -The purpose of the present study is to examine the applicability of the Teachers' Sense ... more Purpose -The purpose of the present study is to examine the applicability of the Teachers' Sense of Efficacy Scale (TSES, Tschannen-Moran and Woolfolk-Hoy) to educators teaching an innovative program, namely, the Olympic Education Program. TSES applicability was inferred from examination of the TSES factor structure, its internal consistency and its logical, theoretical consistent pattern of relations between TSES and other measures. Design/methodology/approach -A total of 175 educators completed a Greek version of the TSES along with the reduced personal accomplishment subscale of the Maslach Burnout Inventory. Findings -Exploratory factor analysis showed that TSES can be applied to educators of an innovative educational program to study an overall factor of teachers' sense of competence. Mean values suggested that educators had strong efficacy beliefs. In addition, TSES responses were negatively associated with reduced personal accomplishment scores (r ¼ 20:37). Research limitations/implications -Self-reported strong sense of efficacy may not be well-grounded or authentic, since a variety of factors (e.g. social desirability) may have influenced educators' responses. Originality/value -The present study extends the existing evidence of the applicability of the TSES in a cultural context different from that for which it was originally developed, namely, in the Greek educational setting, for assessing educators teaching an innovative educational program.
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Books by Vasilis Grammatikopoulos
education.
Hence, a question arose regarding the existence of a general “mechanism of creativity” that could be common in all children’s mind. This question was addressed suggesting the possible existence of a mechanism that could involve a carrying over of experience and skills children acquired from solving movement tasks to any problem-solving situation and from creative movement to all aspects of creativity. It was also supported that the development of creativity can be at least equally fostered through movement programs in early childhood compared to the contribution of other domains.
Another question concerned whether “creative knowledge” and creative skills are not domain specific, but “transferable skills”. For example, a child that displays creativity in arts is not necessarily equally creative in science. Creativity in arts may be manifested in completely different ways from motor creativity, but it derives from the same cognitive mechanism. Hence, even if creative knowledge from one subject cannot be applied to others, children can be trained in the mechanism that is necessary to produce creativity.
The latter argument seems to further bolster the role movement programs can play in the development of creativity for two more reasons. First, because movement at this age is considered one of the most basic tool for expression, action, learning and communication, and second, because kinaesthetic modality is considered the most appropriate for enhancing creativity at this age.
Furthermore, the role of the motor domain in creativity was discussed by examining three parameters: (a) the relation between movement and intrinsic motivation, (b) the strong linkage among movement, creativity and play, and (c) the important role teachers can play in creating an environment that will enhance creativity. Finally, several activities specifically designed and implemented to promote creativity were presented.
Future research efforts should try to verify empirically the role of the motor domain in creativity in ECE and the contribution of movement programs into all aspects of creativity. The lack of empirical evidence does not allow this theoretical proposal to draw firm conclusions. It can only function as an initial occasion to trigger future studies regarding the possible transferability of the “creative mechanism” or the design and application of appropriate movement programs for enhancing creativity.
Papers by Vasilis Grammatikopoulos
extensively used instruments that evaluate the quality of teacher–
child relationships. The STRS has a strong theoretical background
based on attachment theory and research on parent–child and
teacher–child relationships. The purpose of this study was to examine
the dimensional structure of the adapted STRS proposed by Koomen
et al. (2012) in the Greek educational settings. Another purpose was
to examine the intercorrelations of the Dependency subscale with
the Closeness and Conflict subscales of the adapted version of STRS,
when applied in a cultural context different from the context, where
it was developed originally. We applied confirmatory factor analyses
with item parcelling in two independent samples (N1 = 118 teachers,
921 students and N2 = 118 teachers, 925 students). Findings provided
evidence for the dimensional structure of the adapted STRS subscales
and its validity. Results also showed that the Dependency subscale
is positively correlated with Closeness in Greece as a background
with more collectivistic characteristics. This finding suggests that the
cultural universality of dependency can be challenged and that the
possible socio-cultural influences in the nature and interpretation of
dependent relationships needs to be further examined.
childhood education global quality with children outcomes in the
Greek early childhood education settings. Quality was assessed by the
Early Childhood Environment Rating Scale-Revised (ECERS-R), whereas
the Utrecht Early Math Competence Scale and Concepts About Print
Scale were used to measure child outcomes. The sample of the
current study was 51 Greek early childhood classrooms and 402
children (202 boys and 200 girls) attending these classrooms. Results
indicated that quality, measured by the ECERS-R, is significantly related
to children outcomes, such as early mathematical skills and knowledge
about print. The global quality measured by the ECERS-R is related to
child outcomes; however, more studies will be needed to fully
investigate the role of global quality in facilitating children’s cognitive
development. Implications of the study’s results at national and
international levels were also discussed.
year. The results were encouraging for the applicability of the level model based evaluation in educational settings. The sequential hierarchy of the model was also tested and supported for the levels that were assessed quantitatively. Further evidence is needed in order to support the integration of methods and the sequential order of the level model approach.
education.
Hence, a question arose regarding the existence of a general “mechanism of creativity” that could be common in all children’s mind. This question was addressed suggesting the possible existence of a mechanism that could involve a carrying over of experience and skills children acquired from solving movement tasks to any problem-solving situation and from creative movement to all aspects of creativity. It was also supported that the development of creativity can be at least equally fostered through movement programs in early childhood compared to the contribution of other domains.
Another question concerned whether “creative knowledge” and creative skills are not domain specific, but “transferable skills”. For example, a child that displays creativity in arts is not necessarily equally creative in science. Creativity in arts may be manifested in completely different ways from motor creativity, but it derives from the same cognitive mechanism. Hence, even if creative knowledge from one subject cannot be applied to others, children can be trained in the mechanism that is necessary to produce creativity.
The latter argument seems to further bolster the role movement programs can play in the development of creativity for two more reasons. First, because movement at this age is considered one of the most basic tool for expression, action, learning and communication, and second, because kinaesthetic modality is considered the most appropriate for enhancing creativity at this age.
Furthermore, the role of the motor domain in creativity was discussed by examining three parameters: (a) the relation between movement and intrinsic motivation, (b) the strong linkage among movement, creativity and play, and (c) the important role teachers can play in creating an environment that will enhance creativity. Finally, several activities specifically designed and implemented to promote creativity were presented.
Future research efforts should try to verify empirically the role of the motor domain in creativity in ECE and the contribution of movement programs into all aspects of creativity. The lack of empirical evidence does not allow this theoretical proposal to draw firm conclusions. It can only function as an initial occasion to trigger future studies regarding the possible transferability of the “creative mechanism” or the design and application of appropriate movement programs for enhancing creativity.
extensively used instruments that evaluate the quality of teacher–
child relationships. The STRS has a strong theoretical background
based on attachment theory and research on parent–child and
teacher–child relationships. The purpose of this study was to examine
the dimensional structure of the adapted STRS proposed by Koomen
et al. (2012) in the Greek educational settings. Another purpose was
to examine the intercorrelations of the Dependency subscale with
the Closeness and Conflict subscales of the adapted version of STRS,
when applied in a cultural context different from the context, where
it was developed originally. We applied confirmatory factor analyses
with item parcelling in two independent samples (N1 = 118 teachers,
921 students and N2 = 118 teachers, 925 students). Findings provided
evidence for the dimensional structure of the adapted STRS subscales
and its validity. Results also showed that the Dependency subscale
is positively correlated with Closeness in Greece as a background
with more collectivistic characteristics. This finding suggests that the
cultural universality of dependency can be challenged and that the
possible socio-cultural influences in the nature and interpretation of
dependent relationships needs to be further examined.
childhood education global quality with children outcomes in the
Greek early childhood education settings. Quality was assessed by the
Early Childhood Environment Rating Scale-Revised (ECERS-R), whereas
the Utrecht Early Math Competence Scale and Concepts About Print
Scale were used to measure child outcomes. The sample of the
current study was 51 Greek early childhood classrooms and 402
children (202 boys and 200 girls) attending these classrooms. Results
indicated that quality, measured by the ECERS-R, is significantly related
to children outcomes, such as early mathematical skills and knowledge
about print. The global quality measured by the ECERS-R is related to
child outcomes; however, more studies will be needed to fully
investigate the role of global quality in facilitating children’s cognitive
development. Implications of the study’s results at national and
international levels were also discussed.
year. The results were encouraging for the applicability of the level model based evaluation in educational settings. The sequential hierarchy of the model was also tested and supported for the levels that were assessed quantitatively. Further evidence is needed in order to support the integration of methods and the sequential order of the level model approach.