Abstract:IntroductionThis qualitative study explores how Early Childhood Education and Care (ECEC) professionals’ perceptions of gains and challenges using the Classroom Assessment Scoring System (CLASS, Pre-K and Toddler) within the social pedagogical tradition in Norwegian ECEC.MethodsFocus group interviews (n = 22), group interviews (n = 4), and in-depth interviews (n = 3) were conducted online, followed by conventional content analysis.ResultsThe findings indicate that ECEC professionals perceived CLASS as contribu… Show more
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