Structural and Process Quality in Early Childhood Education and Care Provisions in Poland and the Netherlands: A Cross-National Study Using Cluster Analysis
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; t... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2020 |
Schlagwörter: | Taverne / Education / Developmental and Educational Psychology |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-26836337 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://dspace.library.uu.nl/handle/1874/408162 |
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.