The result of the reliability and validity analysis of the Educarer Questionnaire is based on a child learning and educarer training project2 by the Ministry of Education in 2016. A total number of 192 participants completed the questionnaires. Table 3 lists the scale/domain, reliability and validity, and variables of the child development questions and the family domain questions in the Educarer Questionnaire.
Table 3：Scale/Domain, Reliability and Validity, and Variables of the Educarer Questionnaire
Scale/Domain Reliability and Validity Variables
Learning environment and quality
Internal consistency:
α=.88
Criterion validity:
Correlation between scores and ECERS-Ra (20
act01 Reading stories to children (without looking at books)
act02 Providing time and props for dramatic play (e.g., housekeeping props, dress up clothes, role play, toy figures)
act04 Reading picture books with children
2Liaw, F. R., Shing, M. L., & Chang, J. W. (2016). The Child Learning and Educarer Training Project. Taipei, the Ministry of Education.
iterms）scores, r=.30*** act05 Providing activities on counting, math/
number, color and shape
act06 Providing activities on sequencing, sorting, comparing, and measuring.
act13 Providing gross motor activities (e.g., ball play, running)
act14 Providing fine-motor activities (e.g., cutting and pasting, folding papers, building small blocks, stringing beads, or molding clay)
act15 Checking and taking actions to ensure the safety of the equipment and facilities before the onset of activities.
act16 Providing opportunities for children to choose his/her own play activities.
act17 Introducing logical relationships (e.g., cause and effect, same/different, sorting), using concrete experiences, and letting children explain their reasoning.
env03 Providing various types of
math/numeracy materials (e.g., materials for numbers, shapes, classification, matching, comparing; can be books, nursery rhymes, or teacher-made materials).
env04 Providing various types of nature materials (e.g., insects, stones, shells, leaves, lifelike toy animals, plants, pets, fish tanks, etc.), and science equipment or materials (e.g., magnifiers, magnets, measuring cups, posters/pictures of animals and plants, etc.)
env05 Providing various types of small building toys or materials (e.g., interlocking blocks, such as snowflakes, Legos, shape blocks, and accessories).
env06 Providing a variety of dramatic play materials and space (e.g., hand puppets,
cloth, dress-up clothes, shoes, props, toy accessories, playset toys, and play space).
env07 Providing various types of art materials (e.g., crayons, paint brushes, color pens, paints, tools for cutting and pasting, carpentry, 3-dimensional art materials, various types of paper, bottles and cans, art books/pictures, etc.)
env08 Providing various types of materials for different fine motor skills (e.g., grabbing, twisting, cutting, sewing, piecing
together, squeezing, stringing, nailing, etc.).
env09 Providing many types of gross motor equipment for indoor or outdoor use (e.g., balance, swings, slides, climbing equipment, different sizes of balls, tricycles, bicycles, etc.).
env10 Providing sufficient indoor space for play (to allow for multiple types of indoor play to occur at the same time), and materials are well stored and well organized.
env11 Providing soft objects (e.g., plush pillows, cushions, stuffed animals, etc.) and cozy areas for relaxation.
env12 Providing accessible space for privacy that can be used freely by the child (a separate space protected from intrusion by others).
env13 Providing enough building blocks (e.g., wooden blocks, plastic blocks, soft blocks, large/small interlocking blocks, cardboard, paper boxes, etc.) and enough accessories (e.g., toy figures, animals, cars, and signs) for use and play.
env14 Providing various types of toys or tools
for sand and water play (e.g., containers, shovels, spoons, pots and pans, toy animal molds, toy trucks, etc.).
env15(R) Providing whole-group activities most of the day.
inter01 I know the child’s interests and abilities and use this information in my
interaction with him/her or in designing activities for him/her.
inter03(R) On busy and chaotic days, I am more irritable and less patient if the child misbehaves or gets into trouble.
inter04 When the child is involved in play, I pay attention to what he/she is doing, and give help when needed (e.g., providing materials, helping the child complete a difficult task).
inter05 I listen closely to what the child says and respond to him/her positively.
inter06 When speaking to the child, I elaborate on his/her words or encourage him/her to say more.
inter07 I talk to the child about things or events that happened in the past (e.g., a trip we went on together or how it was on his/her first day at the
preschool/nursery care center/nanny’s residence).
inter08 I help the child communicate or interact with other children (either initiated by the child or initiated by other children.) inter09 When the child run into conflict with
other child(ren), I help him/her
understand other people’s perspectives.
Chinese parenting
Internal consistency:
α=.90
faith01 The adult’s scolding or criticism helps the child improve.
faith02 The child should be punished when he/she is disobedient.
faith03 The adult should tell the child to feel ashamed when he/she misbehaves.
faith04 An adult should feel ashamed if the child misbehaves when they go out.
faith05 The adult should teach the child to get better and better, as a way to help the child improve.
faith06 The child’s high academic achievement is the basis for the adult ‘s sense of accomplishment.
Educarer-child relationship
Internal consistency:
α=.60
relation01 When I talk to the child, the child should look at me attentively.
relation02 When I point out the child’s mistakes, he/she must not talk back.
relation03 When I scold the child, he/she must not wear a long face (or give a dirty look).
relation04 The child should obey all the rules I set.
relation05 All my demands are in the best interest of the child, so the child should repay me when he/she grows up.
relation06 The child should be thankful for what I have done for him/her.
Educarer-child interaction
Internal consistency:
α=.82
inter01 I know the child’s interests and abilities and use this information in my interaction with him/her or in designing activities for him/her.
inter02 I change my schedule to
accommodate the needs of the child.
inter03(R) On busy and chaotic days, I am more irritable and less patient if the child misbehaves or gets into trouble.
inter04 When the child is involved in play, I pay attention to what he/she is doing, and give help when needed (e.g., providing materials, helping the child complete a difficult task).
inter05 I listen closely to what the child says
and respond to him/her positively.
inter06 When speaking to the child, I elaborate on his/her words or encourage him/her to say more.
inter07 I talk to the child about things or events that happened in the past (e.g., a trip we went on together or how it was on his/her first day at the
preschool/nursery care center/nanny’s residence).
inter08 I help the child communicate or interact with other children (either initiated by the child or initiated by other children.)
inter09 When the child run into conflict with other child(ren), I help him/her understand other people’s perspectives.
inter10 I can teach the child well.
Parent-educarer relationship
Internal consistency:
α=.87
parents01 The child’s parents care about me.
parents02 The child’s parent lets me know that I am a good educarer/nanny.
parents03 The child’s parent appreciates the efforts I put in to care and educate the child.
parents04 The child’s parent provides me with information regarding the child’s learning at home.
parents05 The child’s parents accept my
suggestions regarding child rearing. .
Note：
a： Harms, T., Clifford, R. M., & Cryer, D. (2006). The Early Childhood Environment Rating Scale-Revised, (S. F.
Chen & T. W. Kuo-Li, Trans.). Taipei: Psychology.
(R)：reversed item
***p<0.001