Comparisons of observed process quality in early child care and education programs in five countries

Tietze, Wolfgang; Cryer, Debby; Bairrão, Joachim; Palacios, Jesús; Wetzel, Gottfried

doi:10.1016/s0885-2006(96)90017-4

Cited by 101 publications

(92 citation statements)

References 13 publications

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“…Arnett (1989) originally distinguished four subscales: (a) Positive Interaction, (b) Punitiveness, (c) Permissiveness, and (d) Detachment; however, subsequent analysis by Whitebook et al (2004) found a three-factor solution that included the factors Sensitivity, Harshness, and Detachment. This was replicated by other researchers (e.g., Tietze et al 1996). A more recent validation study (Colwell et al 2013) showed that the Arnett scale measures one substantive dimension (sensitive caregiver interaction) rather than four subscales.…”

Section: Arnett Caregiver Interaction Scalesupporting

confidence: 60%

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Vermeer

IJzendoorn

Cárcamo

et al. 2016

IJEC

101

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The current study provides a systematic examination of child care quality around the globe, using the Environment Rating Scales (ERS). Additional goals of this study are to examine associations between ERS process quality and structural features (group size, caregiver-child ratio) that underpin quality and between ERS and more proximal aspects of child care quality (caregiver sensitivity). Furthermore, we consider possible differences in ERS associations arising from scale characteristics (infant vs early childhood version, original version vs revised scale, full version vs shortened version). The reported meta-analysis combines results of ERS child care quality reported in 72 studies from 23 countries across five international geographic regions. Group center care appeared to be of average quality with higher quality levels in Australia/New Zealand and North America. Our results suggest that: (1) ERS characteristics are not associated with differences in ERS scores and (2) ERS scores are related to indicators of proximal quality of care (caregiver sensitivity) and, to a lesser degree, structural quality of care (caregiver-child ratio). The meta-analysis provided cross-cultural comparisons on child care quality on a common instrument as a means to advance discussion on child care quality internationally. (2) que les scores aux ERS sont liés aux indicateurs de qualité proximale (sensibilité de l'éducateur) et, à un degré moindre, à la qualité structurelle (ratio éducateur-enfant). La méta analyse donne des comparaisons interculturelles de la qualité des services de garde à un instrument commun comme moyen de faire avancer la discussion sur la qualité des services de garde au niveau international.Resumen El presente estudio provee una revisión sistemática de la calidad del cuidado infantil en guarderías alrededor del mundo, usando las Escalas de Calificación del Ambiente (ERS). Los objetivos adicionales de este estudio son examinar las asociaciones entre la calidad de procesos y características estructurales (tamaño del grupo, proporción cuidadores -niños) que sustentan la calidad, y entre ERS y aspectos más próximos de la calidad del cuidado infantil (sensibilidad del cuidador). Además consideramos posibles diferencias en la asociación en ERS surgidas desde las características de las escalas (infantes versus niñez temprana, versión original versus escala revisada, versión completa versus versión abreviada). El meta-análisis reportado combina resultados de la calidad del cuidado de guarderías ERS de 72 estudios reportados en 23 países de cinco regiones geográficas internacionales. El cuidado grupal en estos centros apareció estar en calidad promedio, con altos niveles de calidad en Australia/Nueva Zelandia y Norte América. Nuestros resultados sugieren que: (1) Las características de la escala ERS no están asociadas con diferencias en los puntajes ERS y (2) Los puntajes de ERS están asociados a indicadores proximales de la calidad del cuidado (sensibilidad del cuidador) y, en menor grado, a la calidad estr...

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Section: Arnett Caregiver Interaction Scalesupporting

confidence: 60%

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Vermeer

IJzendoorn

Cárcamo

et al. 2016

IJEC

101

View full text Add to dashboard Cite

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“…Issues about the constitution of learning environments of high quality in preschool are central and emphasized by the enormous amount of research conducted in this area (see for example, Tietze, Cryer, Barrio, Palacios, & Wetzel, 1996;Dysthe, 1996;Bruner, 1996;Dahlberg, Moss & Pence, 1999;Asplund Carlsson, Pramling Samuelsson, & Kärrby, 2001;Sheridan, 2001;, Johansson, 2003. During the OECD workshop in Stockholm, Weikart presented results from worldwide studies showing that the most important quality indicator in preschool is the material aspect.…”

Section: Discussionmentioning

confidence: 99%

“…The attitude towards evaluation distinguishes the program's relation to quality as either a "relative" or an "inter-subjective, contextual and cultural experience" (see for example, Moss, Dahlberg & Pence, 2000), implying a consensus on indicators that characterize good or poor quality in preschool (for example, Sylva, Melhuish, Sammons, Siraj-Blatchford & Taggart, 2004;Tietze, Cryer, Barrio, Palacios & Wetzel, 1996;Sheridan, 2001). These different perspectives of quality focus partly on different dimensions or aspects of quality.…”

Section: Discussionmentioning

confidence: 99%

Five preschool curricula —comparative perspective

Samuelsson

Sheridan

Williams

2006

IJEC

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SUMMARYIn recent years the OECD has undertaken the evaluation of early childhood education and care (ECEC) on behalf of ministers of education in a number of countries in order to support quality improvement in this field. This article is based on a workshop for the national coordinators of early childhood policy in Sweden, 2003, which dealt with Curriculum and Pedagogy in Early Childhood Education. The five curricula presented were Reggio Emilia, Te Whãriki, Experiential Education, High/Scope and the Swedish National Curriculum for Preschool. The aim of this article is to compare these curricula, establishing similarities and differences discussing quality aspects and problematising the general and the cultural specifics of each curriculum per se and in relation to the others. A further aim is to raise awareness of curriculum questions in connection with children's learning and development. The article is based on a pedagogical perspective of quality, which takes the perspective of the child and focuses on what is best for a child's learning and development in a specific culture. The results of the analysis show that the five curricula are of high quality in relation to each country's culture. High quality in preschool means giving the children a good start in life. The unique and competent child has rights of its own and should be treated with respect. In focus are the individual child's opportunities for building up knowledge and expressing their understanding of the surrounding world. High quality is also related to the competent and professional teacher with theoretical and pedagogical knowledge. RESUMENEn los últimos años, la OECD, por iniciativa de un grupo de ministros de Educación, ha asumido la tarea de evaluar la Política de Educación Pre-escolar. Este artículo se basa en un taller que en el año 2003 reunió a los coordinadores nacionales de la política de Educación Pre-escolar en Suecia. El tema del taller eran los Programas y la Pedagogía de este nivel de educación. Los cinco programas presentados fueron los siguientes: Reggio Emilia, Te Whâriki, Experiential Education, High Scope y el Programa sueco para el parvulario. Este artículo se propone detectar semejanzas y diferencias existentes entre ellos, discutir aspectos de calidad de los mismos y analizar aspectots culturales, tanto generales como específicos, de cada uno. Otro objetivo es el de incrementar la conciencia de los problemas ligados al aprendizaje y desarrollo del niño, dentro del marco de los programas de educación. El artículo enfoca el tema de la calidad pedagógica desde la perspectiva del niño y se plantea qué es lo mejor para el aprendizaje y desarrollo del éste en una cultura específica. Los resultados del análisis muestan que los cinco programas son de alta calidad, en relación con las culturas de sus respectivos países. Alta calidad significa que el parvulario provee a los niños de un buen punto de partida en la vida. El niño, único y competente, tiene derechos propios y debería ser tratado con respeto. Como foco de primordial in...

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“…Tietze, Cryer, Bairrão, Palacios, and Wetzel (1996) list the core elements of process quality as safe care, healthful care, developmentally appropriate stimulation, positive interaction with adults, encouragement of individual emotional growth, and promotion of positive relationships with other children. It is speculated that proximal aspects of classrooms will impact process quality more so than distal aspects; proximal influences are structural variables that are present in the classroom, such as teacher characteristics (Cryer et al, 1999).…”

Section: Process Qualitymentioning

confidence: 99%

Interactions and relationships between kindergarten teachers and English language learners

Sullivan

2014

Early Child Development and Care

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Kindergarten-Grade 12 sector. With this influx of students who may need specialized attention, it is essential for educators and teacher education programs alike to focus on preparation for serving such a population. While research depicts a lack of training, it also elicits an assumed responsibility to successfully educate these students. The aims of this study are to: 1) examine relationships between native-English speaking kindergarten teachers and ELL and Non-ELL children within their own classroom and 2) examine if native-English speaking kindergarten teachers differ in their interactions with ELL and Non-ELL children within their own classrooms. Through theoretical application of Vygotsky's Sociocultural Theory and Bronfrenbrenner's Ecological Systems theory, classrooms in Eastern North Carolina were surveyed, using a demographics survey and the Student Teacher Relationship Scale (STRS), and observed, using the Emerging Academics Snapshot, EAS, to determine the process quality of each classroom and the relationships that teachers maintain with their ELL students. Analysis found that differences in teachers' relationships with ELL and Non-ELL students did exist; however, parameters of interaction were not significantly different. The implications of this study for the field of education and suggestions for future research are also highlighted. Clair, 1995). This number is on a steady incline as some researchers project that 40% of the school age population will be ELLs by the year 2030 (DelliCarpini, 2008) and by 2050, traditional minority groups will no longer be considered minorities (Downer et al., 2012). This rapid growth of ELL presence in the school system demands attention among mainstream educators and teacher education programs alike (Batt, 2008). INTERACTIONS AND RELATIONSHIPS BETWEEN KINDERGARTEN TEACHERS AND ENGLISH LANGUAGE LEARNERS CHAPTER 2: LITERATURE REVIEW"Educating ESL students is complex, it challenges social, political, and pedagogical assumptions, it is context specific and dilemma ridden" (Clair, 1995, p. 193). Over 41% of public school teachers are now responsible for instructing ELLs (Pawan, 2008). Yet, educators with the knowledge and skills required to work with ELL students are in limited supply (Batt, 2008); and, a resounding notion in current literature is that teachers do not feel adequately prepared to work with ELL students (Clair, 1995;Curtin, 2005a;Pawan, 2008;Teale, 2009;Vacca-Rizopoulos & Nicoletti, 2008). In 2005, de Jong and Harper conducted a study that supported these results; however, revealed that only 12.3% of these teachers had received more than eight hours of professional development geared toward instructing ELL students. The preparation that instructors receive for teaching these classrooms leaves much to be desired in terms of training and confidence; yet, it is assumed to be adequate enough to sustain. With the proliferation of the ELL population in United States schools, these issues cannot be ignored.There is a wealth of information in current literatur...

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Comparisons of observed process quality in early child care and education programs in five countries

Cited by 101 publications

References 13 publications

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Quality of Child Care Using the Environment Rating Scales: A Meta-Analysis of International Studies

Five preschool curricula —comparative perspective

Interactions and relationships between kindergarten teachers and English language learners

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