A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated With Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?

Structural characteristics and process quality in early childhood education and care

“…The use of family daycare is especially prevalent for children aged 0 to 2. For instance, n Denmark around 40% of 1-year-olds are enrolled in family daycare, whereas in France this applies to about 30% of the children aged 0 to 2 (Boogaard, Bollen and Dikkers, 2014 [126] ; European Commission et al, 2014 [125] ). In Iceland, 31% of children below age 2 are enrolled in family daycare (European Commission et al, 2014 [125] ).…”

“…However, a cross-national comparison of the way family daycare is organised in Flemish Community of Belgium, Denmark, France, Germany, United Kingdom, Switzerland and the Netherlands showed large variation in the maximum group size. In the Flemish Community of Belgium home-caregivers are allowed to take care for up to eight children, whereas this is only six in United Kingdom and the Netherlands, five children in Denmark, Germany and Switzerland and two-to-four children in France (Boogaard, Bollen and Dikkers, 2014 [126] ). Studies from the United States reported an average group size of six (Burchinal, Howes and Kontos, 2002 [137] ).…”

“…Staff educational qualifications tend to be lower for home-care providers compared to staff working in centre-based care, both in terms of the level of attainment and the specialisation of the training as was evident in studies from Australia, Canada, the Netherlands, and the United States (Bigras et al, 2010 [122] ; Coley et al, 2016 [62] ; Fuligni et al, 2009 [63] ; Groeneveld et al, 2010 [138] ; Ishimine and Tayler, 2012 [139] ). A European cross-country comparison showed that only Belgium and the Netherlands require a minimum level of educational training for family daycare providers, albeit of a low level, whereas the formal requirements only concerns a basic course, ranging from 18 to 160 hours, in Denmark, France, Germany, Switzerland and United Kingdom (Boogaard, Bollen and Dikkers, 2014 [126] ). Moreover, home-care providers have fewer opportunities for professional development (e.g.…”

“…Moreover, home-care providers have fewer opportunities for professional development (e.g. (Boogaard, Bollen and Dikkers, 2014 [126] ; Fuligni et al, 2009 [63] ). In most countries further professional development is not mandatory, although some exceptions exist in Belgium, Switzerland and some German federal states and Danish municipalities, although the number of hours varies greatly (Boogaard, Bollen and Dikkers, 2014 [126] ).…”

“…(Boogaard, Bollen and Dikkers, 2014 [126] ; Fuligni et al, 2009 [63] ). In most countries further professional development is not mandatory, although some exceptions exist in Belgium, Switzerland and some German federal states and Danish municipalities, although the number of hours varies greatly (Boogaard, Bollen and Dikkers, 2014 [126] ). An overview by the OECD (2006 [113] ) showed that the requirements for licensed family daycare tend to be lower than for centre-based ECEC.…”