Structural and Process Quality in Danish Preschools in Connection with Three Preschool Teacher Generations

Autor/inn/en	Naesby, Torben; Sperling, Lena Lindbjerg
Titel	Structural and Process Quality in Danish Preschools in Connection with Three Preschool Teacher Generations
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 6, S.928-949 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Naesby, Torben) ORCID (Sperling, Lena Lindbjerg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2114542
Schlagwörter	Preschool Education; Preschool Teachers; Foreign Countries; Teacher Student Relationship; Well Being; Child Development; Educational Quality; Teacher Characteristics; Municipalities; Correlation; Preschool Children; Early Childhood Education; Rating Scales; Denmark; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Well-being; Wellness; Wohlbefinden; Kindesentwicklung; Quality of education; Bildungsqualität; Magistrat; Korrelation; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rating-Skala; Dänemark
Abstract	Within the research field quality in preschool, interactions between staff and children are widely recognised as the single most important factor. Hence, preschool teachers play an important role in underpinning children's well-being, learning and development. However, prior research into preschool teachers' educational level and other characteristics such as structural quality determinants and specifically previous attempts to determine the impact of these factors on process quality have been somewhat mixed. In the study, preschool quality derived from a sample consisting of 96 preschools located within three Danish municipalities and measured by the ECERS-3. The ECERS data and the civil registration numbers of children and employees were transferred to Statistics Denmark (DST). Using data from the registers, it was then possible to estimate correlations between individual quality markers and staff characteristics. In this article, we focussed specifically on correlations between the educational level and educational background of the pedagogical staff on the one hand and the quality of interactions on the other, hence, the prevalence of three preschool teacher generations could be traced and linked to preschool quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01