Evaluating quality in early childhood education in relation with children outcomes in Greek context

Grammatikopoulos, Vasilis; Gregoriadis, Athanasios; Tsigilis, Nikolaos; Zachopoulou, Evridiki

doi:10.1080/03004430.2017.1289192

Cited by 9 publications

(5 citation statements)

References 37 publications

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“…Preschool teachers are all graduates trained and qualified to work specifically in nursery schools; however, several studies indicate the potential psychological and educational benefits of improving the quality of preschool education in Greece (Kelesidou et al, 2017;Birbili and Christodoulou, 2018;Grammatikopoulos et al, 2018). In particular, emotional intelligence (EI) is emphasized as a significant factor in enhancing teachers', including preschool, performance (Cassidy et al, 2017;Tuluhan and Yalcinkaya, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management

Anastasiou

2020

International Journal of Education and Practice

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Preschool teachers play a significant role in nurturing the social and emotional development of young children. Moreover, their own social and emotional skills can influence how they instruct their pupils in emotional intelligence (EI). This study aimed to examine the individual dimensions of trait emotional intelligence (TEI) for preschool teachers working in Ioannina, the capital city of Epirus in northwestern Greece, using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). The mean EI score of the participants was 4.98(±0.57), with a small number having EI scores either below 4 (1.61%) or above 6 (1.76%), while the majority had a mean EI score between 4-5 (49.18%) and 5-6 (47.54%). Although no effect of age or experience on overall EI was found, age was negatively correlated with emotionality on the one hand and positively with sociability on the other. This trend toward a moderate increase in sociability as teachers grow older may reflect their different backgrounds and experiences. Educational administrators should direct resources toward safeguarding and enhancing the preschool teachers' EI at all stages of their careers. Contribution/Originality:This study establishes the effect of age on certain aspects of preschool teachers' emotional intelligence in Greece. The results can be used for future developments and human resources management, particularly for monitoring, safeguarding, and enhancing preschool teachers' EI at all stages of their careers.The concept of emotional intelligence was preceded by the concept of social intelligence: -the ability to understand and manage men and women, boys and girls-to act wisely in human relations‖ (Thorndike, 1920, p.

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Section: Introductionmentioning

confidence: 99%

The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management

Anastasiou

2020

International Journal of Education and Practice

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“…There is extensive evidence that indicates that the quality of the ECE environment directly correlates with various children's outcomes. For example, Soliday Hong et al (2019) showed that higher quality ECEC services were associated with better literacy and language children's outcomes, and Grammatikopoulos et al (2017) showed that high‐quality ECE environments were associated with children's outcomes such as early mathematical skills and knowledge about print. There are significantly fewer studies that assess the quality of the environment in relation to physical activity.…”

Section: Discussionmentioning

confidence: 99%

An updated systematic review of correlates of children's physical activity and sedentary time in early childhood education services

Tonge,

Mavilidi,

Jones

2024

Child

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BackgroundEarly childhood education services (ECE) continue to be a key setting to promote physical activity and limit sedentary behaviour. Thus, the aim of this study was to (1) provide an updated systematic review of correlates of physical activity and sedentary behaviour among children in ECE settings and (2) discuss changes in physical activity and sedentary behaviour correlates among children in ECEC settings over time.MethodsA systematic search of eight databases identified 40 studies published between 2015 and 2023 that met the inclusion criteria. The variables were categorized into four domains (child, educator, physical environmental and organizational). Fifty‐eight variables were identified.ResultsFor data from 2015 to 2023, strong associations were identified in all domains (child, educator, physical environmental and organizational) for physical activity, yet no strong associations for sedentary behaviour were identified. Aggregated data (i.e., combining data from previous review and this review) showed strong associations with children's physical activity and age, motor coordination and sex (child), educator behaviour and presence (educator), presence and size of outdoor environments (physical environmental) and active opportunities and service quality (organizational). For sedentary behaviour, sex, outdoor environments and active opportunities were strongly associated in the combined data.ConclusionThe correlates of physical activity and sedentary behaviour in ECE settings continue to be multi‐dimensional and span different domains. Variables such as educator behaviours and intentionality, provision of active opportunities, use of outdoor space and service quality should be the key focus area for improving physical activity and sedentary behaviour levels of young children.

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“…At this point, it should be mentioned that the majority of studies investigating the quality of nursery programs mainly refer to the age group above 3 years (e.g., Grammatikopoulos et al, 2017;Botsoglou & Kakana, 2016;Yoshikawa et al, 2016;Botsoglou & Kakana, 2016;Cascio & Schanzenbach, 2013;Oun, 2009;Espinosa, 2002). In contrast, research on children under the age of 3, to our knowledge, is limited (e.g., Bjornestad & Os, 2018;Barros & Aguiar, 2010Bisceglia et al, 2009Campbell, & Milbourne, 2005;etc) especially in Greece (Rentzou, 2011).…”

Section: The Need For Quality In Education and Care Programsmentioning

confidence: 99%

Evaluation of the Quality of Education and Care Programs for Children under the Age of 3 in Greece

Sotiropoulou¹,

Venetas²,

Giannakou³

et al. 2022

GJES

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In recent years, the quality of education and care programs for children under the age of 3 has become an important issue of concern to both researchers and the policy-making community. Many organizations such as the OECD and UNICEF highlight the undeniable right of all children to have access to high-quality education and the long-term benefits for their holistic development. The purpose of this study is to explore the views of 426 educators from Greece on the quality of education and care programs for children under the age of 3. To conduct the survey, a questionnaire with 4 rating scales and 33 items was constructed and then posted on the official page of the national association of educators in social networks. This method for collecting the sample was chosen by the researchers due to the Covid-19 limitations of nurseries at the time of the survey. The results of the survey showed that the quality of the programs was at a relatively moderate level. The highest scores were for the scales for interactions created within the nurseries and the educational activities, while the lowest scores were for 'standards' for services and space requirements and staff-related conditions. Finally, the researchers anticipate that the results of the survey will provide useful information for educators to reflect on and will also contribute to the scientific literature on the quality of programs for children of that age group.

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Evaluating quality in early childhood education in relation with children outcomes in Greek context

Cited by 9 publications

References 37 publications

The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management

The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management

An updated systematic review of correlates of children's physical activity and sedentary time in early childhood education services

Evaluation of the Quality of Education and Care Programs for Children under the Age of 3 in Greece

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