Investigating Quality Indicators of Early Childhood Education Programs in Kosovo, Ukraine and Finland

Autor/inn/en	von Suchodoletz, Antje; Larsen, Ross; Uka, Fitim; Nadyukova, Iryna; Pakarinen, Eija; Lerkkanen, Marja-Kristiina
Titel	Investigating Quality Indicators of Early Childhood Education Programs in Kosovo, Ukraine and Finland
Quelle	In: International Journal of Early Years Education, 30 (2022) 2, S.290-306 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (von Suchodoletz, Antje) ORCID (Pakarinen, Eija) ORCID (Lerkkanen, Marja-Kristiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1848527
Schlagwörter	Foreign Countries; Educational Quality; Cultural Differences; Preschool Teachers; Classroom Environment; Political Influences; Government Role; Kindergarten; Teacher Characteristics; Teacher Behavior; Teaching Methods; Kosovo; Finland; Ukraine; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Kultureller Unterschied; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima; Political influence; Politischer Einfluss; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	The existing literature on early childhood education (ECE) quality is predominantly from the US or other developed countries. In low-and-middle-income countries (LMICs), systematic research on ECE quality, however, is very limited. In the present study, we explore variation in structural and process indicators of ECE quality in two Eastern European LMICs, Kosovo and Ukraine, using the Classroom Assessment Scoring System Pre-K (CLASS) as a measure of process quality for the first time in these countries. We also include Finland because governments in Kosovo and Ukraine show a particular interest in the Finnish education model to inform policy reforms. Participants were kindergarten teachers (n=177) from these three countries who were observed in their classrooms and asked to complete questionnaires. Results indicated variability in ECE quality at various levels, both within and across the three countries. Directions for future research and implications for practice and policy development in LMICs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01