Information Asymmetries between Parents and Educators in German Childcare Institutions

Autor/inn/en	Camehl, Georg F.; Schober, Pia S.; Spiess, C. Katharina
Titel	Information Asymmetries between Parents and Educators in German Childcare Institutions
Quelle	In: Education Economics, 26 (2018) 6, S.624-646 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2018.1463358
Schlagwörter	Foreign Countries; Child Care; Parents; Preschool Teachers; Early Childhood Education; Access to Information; Educational Quality; Individual Characteristics; Parent Attitudes; Teacher Attitudes; Child Care Centers; Institutional Characteristics; Parent Background; Socioeconomic Background; Germany + Suchen Sie Ihr Suchwort? Ausland; Kinderfürsorge; Kinderbetreuung; Eltern; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Elternverhalten; Lehrerverhalten; Child care facilities; Child care services; Kinderzentrum; Elternhaus; Sozioökonomische Lage; Deutschland
Abstract	Economic theory predicts market failure in the market for early childhood education and care (ECEC) due to information asymmetries. We empirically investigate information asymmetries between parents and ECEC professionals in Germany, making use of a unique extension of the Socio-Economic Panel Study (SOEP). We compare quality perceptions by parents and by professionals across 734 institutions. We detect considerable information asymmetries that differ across quality measures but less so by parental socio-economic background or center characteristics. Both similarly contribute to explaining variations in the information gap. We conclude that information is not readily available to parents; an issue that should be addressed by policy-makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01