Structural and Process Quality in Early Childhood Education and Care Provisions in Poland and the Netherlands: A Cross-National Study Using Cluster Analysis

Autor/inn/en	Wyslowska, Olga; Slot, Pauline L.
Titel	Structural and Process Quality in Early Childhood Education and Care Provisions in Poland and the Netherlands: A Cross-National Study Using Cluster Analysis
Quelle	In: Early Education and Development, 31 (2020) 4, S.524-540 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wyslowska, Olga) ORCID (Slot, Pauline L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1734908
Schlagwörter	Early Childhood Education; Educational Quality; Child Care; Comparative Education; Foreign Countries; Toddlers; Classroom Environment; Play; Developmentally Appropriate Practices; Teacher Student Ratio; Teacher Student Relationship; Group Activities; Self Management; Learning Activities; Class Size; Preschool Curriculum; Poland; Netherlands; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Kinderfürsorge; Kinderbetreuung; Vergleichende Erziehungswissenschaft; Ausland; Infant; Infants; Toddler; Kleinkind; Klassenklima; Unterrichtsklima; Spiel; Entwicklungsbezogene Bildung; Lehrer-Schüler-Relation; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppenaktivität; Selbstmanagement; Lernaktivität; Klassengröße; Polen; Niederlande
Abstract	This cross-national study involved 56 toddler classrooms in Poland and the Netherlands. A cluster analysis was conducted to identify classroom profiles based on observed quality and these were compared regarding structural (group size and children-to-teacher ratio) and curriculum (e.g. pre-academics and pretend play) characteristics. In total, 224 video clips were evaluated with the CLASS Toddler and 130 teachers reported on structural and curriculum aspects. Research Findings: The findings for both countries showed moderate to high emotional support and low to moderate support for learning; the pattern of self-reported provision of activities was shaped alike. Three quality profiles were distinguished: i) high positive climate and support for learning, ii) overall low quality, iii) high emotional and low educational support. Overall, favorable structural conditions and a balanced curriculum including a broad range of activities were associated with highest process quality. Practice or Policy: A variety of different activities and high levels of developmentally stimulating interactions in an overall positive and warm classroom climate can support toddlers' broad development and learning. Professional development and a center's pedagogical policy and vision can play an important role in improving quality and implementing age-appropriate play and activities when an official curriculum is lacking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01