Evaluation of the Kindergarten Quality Rating System in Beijing

Pan, Yuejuan; Liu, Yan; Lau, Eva Yi Hung

doi:10.1080/10409281003631134

Cited by 24 publications

(20 citation statements)

References 17 publications

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“…Consistent with previous research studies, the ECERS-R scores were low for all participating kindergartens (Hu and Szente 2009;Pan, Liu, and Lau 2010). Two ECERS-R subscales (Language-reasoning and Interactions) that measure processual quality failed to distinguish quality among kindergartens of different quality ratings, mainly because the current system weighs structural much more than processual aspects of quality (Dai and Liu 2003).…”

Section: Discussionsupporting

confidence: 88%

Comparing cultural differences in two quality measures in Chinese kindergartens: the Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System

Hu¹

2013

Compare: A Journal of Comparative and International Education

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This study examined the degrees of congruence between two early childhood evaluation systems on various quality concepts: the Early Childhood Environment Rating Scale-Revised (ECERS-R) and Zhejiang's Kindergarten Quality Rating System (KQRS). Analysis of variance and post hoc least significant difference tests were employed to show the extent to which the ECERS-R ratings predict a kindergarten's placement on the KQRS. Results found two quality dimensions (Language-reasoning and Interaction) that did not distinguish the quality between any levels of kindergartens, whereas one dimension (Space and furnishing) successfully distinguished the quality between all levels of kindergartens. Activities and Programme structure only distinguished the quality differences between Level-2 and Level-3 kindergartens, whereas Personal care and Routines only distinguished the quality differences between Level-1 and Level-3 kindergartens. Findings based on item-level analysis provided further insights into underlying cultural and contextual reasons for differences found in the concepts of quality in the two evaluation systems. IntroductionMore and more children around the world are attending some form of early childhood education and care (ECEC) programmes. In China, nearly 48 million age-qualifying children (age three to six) are in need of ECEC services, while the government currently serves about 60% of them through 150,420 registered kindergartens (Ministry of Education of People's Republic of China 2010). As the government gradually increases the number of kindergartens, ECEC professionals are concerned about how to ensure the quality of ECEC through validating quality concepts and measuring standards embedded in the kindergarten quality rating systems

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Section: Discussionsupporting

confidence: 88%

Comparing cultural differences in two quality measures in Chinese kindergartens: the Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System

Hu¹

2013

Compare: A Journal of Comparative and International Education

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“…This study also demonstrated moderate positive associations between staff's positive affect, as indicator of well-being, and process quality. However, a Finnish study did not find any relations between staff stress and observed process quality (Pakarinen et al, 2010 [41] ).…”

Section: Structural Characteristics and Process Quality In Ecec: A LImentioning

confidence: 99%

Structural characteristics and process quality in early childhood education and care

2018

OECD Education Working Papers

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“…Considering the influence of daily experiences in play, four kindergartens were selected to provide medium-sized wooden blocks in the classroom and conduct free play every day. The four kindergartens had the same (Ji 级) and category (Lei 类), and these kindergartens were often called R1C1 kindergartens (this meant that kindergartens of the top rank and category were regarded as the best) ( Pan et al, 2010 ). In the classroom, young children were randomly selected ( n = 228, 114 boys and 114 girls) in a total of 57 groups: 19 groups in younger class ( n = 76, mean age = 50.99 months, range: 41–59 months, SD = 4.17), 20 groups in the middle age class ( n = 80, mean age = 60.98 months, range: 46–71 months, SD = 5.68), and 18 groups in older class ( n = 72, mean age = 69.19 months, range: 62–76 months, SD = 3.80).…”

Section: Methodsmentioning

confidence: 99%

Spatial Language of Young Children During Block Play in Kindergartens in Urban China

Yang

Pan

2021

Front. Psychol.

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Spatial language is an important predictor of spatial skills and might be inspired by peer interaction and goal-oriented building behaviors during block play. The present study investigated the frequency, type and level of children’s spatial language during block play and their associations with the level of block play by observing 228 young children in classrooms equipped with unit blocks and allowing free play on a daily basis. The findings showed that during block play, young children used more words about spatial locations, deictic terms, dimensions, and shapes and fewer words about spatial features or properties and spatial orientations or transformations. Spatial locations were used most frequently, and young children tended to use vertical location words to represent the corresponding location. Most young children used gestures in conjunction with spatial deictic terms. Among shape words, tetragon words were frequently used, and the representation of spatial shapes showed alternatives, collective tendencies and gender differences. The use of spatial language during the play process had a significant positive correlation with age, the construction structure, and form of block building.

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Evaluation of the Kindergarten Quality Rating System in Beijing

Cited by 24 publications

References 17 publications

Comparing cultural differences in two quality measures in Chinese kindergartens: the Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System

Comparing cultural differences in two quality measures in Chinese kindergartens: the Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System

Structural characteristics and process quality in early childhood education and care

Spatial Language of Young Children During Block Play in Kindergartens in Urban China

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