Emotional Sensibility Observation Scale (ESOS)

Abstract

The Emotional Sensibility Observation Scale (ESOS), developed by Lee in 2023, was designed to evaluate the quality of relationships and the emotional perceptibility of early childhood educators when responding to children’s signals. The content of the scale was formulated through a collaborative effort involving various Early Childhood Education and Care (ECEC) stakeholders in Australia, including teachers, educators, center directors, and researchers. This collaboration aimed to fill the gaps identified in existing measurement tools while specifically acknowledging the distinctive nature of the relationships between educators and children within ECEC environments. The resulting ESOS, which comprises five domains, was assessed using a sample of educator-child dyads, with evaluations conducted by trained observers. For the individual domains, no results concerning reliability or validity were reported.

Keywords

Teacher-Student Relationships; Relationship Quality; Emotional Perceptibility Observation; Sensibly Facilitating Children’s Emerging Learning Opportunities within a Quality Relationship; Employing Perceptual Acuteness; Using Effective Verbal and Non-Verbal Communication When Relating to a Child; Acting with Moral Intent; Employing Empathetic Discernment When Responding to a Child; Early Childhood Educators; Early Childhood Development; Educational Measures; Teacher Characteristics; Teacher Effectiveness Evaluation; Teacher Student Interaction; Emotional Processing

Authors

Lee, Wendy Saeme

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Purpose

The objective of this inventory is to determine the professional capacity of educators and the specific dispositions that empower them to interact with children with an appropriate degree of sensitivity and responsiveness. This approach must be suitable for the given context and, most crucially, must cater to the child’s specific needs at that particular moment in time.

Construct

Teacher-Student Relationship Quality

Validity

No data is Available

Reliability

No data is Available

Factor Analysis

No data is Available

Instrument

• Test Type: Original Inventory/Questionnaire

• Format: The measure utilizes a rubric that features four distinct ranking levels for each subscale, each associated with different qualities pertinent to that component. The four descriptors, arranged from low to high quality, are: ‘inappropriate’, ‘partially’, ‘appropriate’, and ‘proficient’. Each of these descriptors includes multiple illustrative examples of interactions, which are classified as either unsuitable or suitable for the specific context.

• Language Available: English

• Population Group: Human; Male; Female

• Age Group: Adulthood (18 yrs & older)

• Population Details: The respondents for this measure are trained observers. The study was conducted in Australia.

• Test Methodology: The instrument is composed of five primary components, which are treated as subscales. These subscales are: Employing Perceptual Acuteness; Employing Empathetic Discernment When Responding to a Child; Acting with Moral Intent; Using Effective Verbal and Non-Verbal Communication When Relating to a Child; and Sensibly Facilitating Children’s Emerging Learning Opportunities within a Quality Relationship.

Keywords

Teacher-Student Relationships; Relationship Quality; Emotional Perceptibility Observation; Sensibly Facilitating Children’s Emerging Learning Opportunities within a Quality Relationship; Employing Perceptual Acuteness; Using Effective Verbal and Non-Verbal Communication When Relating to a Child; Acting with Moral Intent; Employing Empathetic Discernment When Responding to a Child; Early Childhood Educators; Early Childhood Development; Educational Measures; Teacher Characteristics; Teacher Effectiveness Evaluation; Teacher Student Interaction; Emotional Processing

Authors

• Author: Lee, Wendy Saeme

• Author ORCID Identifier: No data is Available

• Affiliation: University of Sydney, Faculty of Arts and Social Sciences, Sydney School of Education and Social Work

• Email addresses: [email protected]

• Correspondence Address: Lee, Wendy Saeme: University of Sydney, Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, Sydney, New South Wales, Australia, 2006, [email protected]

Permissions & Fee and Test Year

• Permissions: Contact Corresponding Author

• Commercial: No

• Fee: No

• Test Year: 2023

Reference’s

Lee, W. S. (2023). Emotional Sensibility Observation Scale: Measuring quality relationships and early childhood educators’ emotional perceptibility in responding to children’s cues. Education Sciences, 13(1), 1–14. https://doi.org/10.3390/educsci13010065

Items of the Emotional Sensibility Observation Scale

Test items are not available.