As preschool enrollment has spread across the globe, many researchers have turned to the Early Childhood Environment Rating Scale-Revised (ECERS-R) to assess the quality of preschool in low and middle-income (LAMI) countries. However, questions remain about the pertinence of this measure in LAMI countries due to evidence of low variability and extreme low scores across items. This study evaluated the psychometric properties of the ECERS-R in a Colombian sample of 174 classrooms from which 668 four-year-old children were selected for developmental assessment. Principal Component Analysis failed to identify the seven dimensions indicated in the original structure. Analyses instead found three dimensions in the Colombian sample: materials and spaces, interactions, and routines and practices. The predictive validity of these dimensions was not strong, but suggested that better routines and interactions are associated with children's development. Results and implications for the development of future measures are discussed.

随着学龄前儿童入学的人数在全球范围内扩展，许多研究人员已转向修订《幼儿环境评估量表》（ECERS-R）来评估中低收入（LAMI）国家中学龄前儿童的质量。但是，由于LAMI国家/地区的可变性极低且各个项目的得分极低，因此仍对该措施的适用性存有疑问。这项研究在哥伦比亚的174个教室样本中评估了ECERS-R的心理测量特性，从中选择了668个四岁儿童进行发育评估。主成分分析未能识别原始结构中指示的七个维度。分析人员反而在哥伦比亚样本中发现了三个维度：材料和空间，相互作用以及例程和实践。这些维度的预测效度不强，但建议更好的日常活动和互动与孩子的成长有关。讨论了结果以及对未来措施开发的意义。