Towards a predictive model of quality in Canadian child care centers

Goelman, Hillel; Forer, Barry; Kershaw, Paul; Doherty, Gillian; Lero, Donna S.; LaGrange, Annette

doi:10.1016/j.ecresq.2006.07.005

Cited by 84 publications

(60 citation statements)

References 19 publications

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“…Furthermore, significant associations were found between a greater number of adults and higher caregiver sensitivity (e.g., Goelman et al 2006). However, other studies did not find any associations between global or process quality and group size (e.g., Pessanha, Aguiar, and Bairrão 2007;Slot et al 2015;Vermeer et al 2008), child:adult ratio (e.g., Slot et al 2015;Vermeer et al 2008) or number of adults (e.g., Pessanha, Aguiar, and Bairrão 2007).…”

Section: Importance Of Global Ecec Quality and Caregiver-child Interamentioning

confidence: 84%

“…Time for planning may help lead teachers to be more intentional in their practices, as they have more time to reflect upon their own practices and child developmental assets and needs. Better working conditions may be related to more job satisfaction and sense of self-efficacy that may contribute to the quality of interactions (Goelman et al 2006;OECD 2015;Whitebook, Howes, and Phillips 1989). Additionally, in the subset of non-qualified lead caregivers, attending workshops was associated with higher levels of Facilitated Exploration.…”

Section: Discussionmentioning

confidence: 99%

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The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

Barros

Cadima

Pinto

et al. 2017

Research Papers in Education

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Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant childcare, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms.This study examines the quality of caregiver-child interactions in infant classrooms and its association with caregiver qualifications and training, specifically the level of pre-service education and in-service training of the lead caregiver, whether she is exclusively assigned to an infant classroom or to more classrooms, and the pre-service holding at least a bachelor degree, whether exclusively assigned to the infant classroom or not, showed higher levels of quality. Few effects were found for inservice training. Results suggest that lead teachers with pre-service education in early childhood are likely to play an important role not only directly by interacting with children but also indirectly through team work.

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Section: Importance Of Global Ecec Quality and Caregiver-child Interamentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

Barros

Cadima

Pinto

et al. 2017

Research Papers in Education

View full text Add to dashboard Cite

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“…Assim, e à semelhança de outros estudos (e.g., Aguiar et al, 2002;Barros, 2007;Barros, Pinto, & Leal, 2012;Goelman et al, 2006;Pessanha, Aguiar, & Bairrão, 2007), as dimensões de qualidade identificadas como inadequadas estão relacionadas as subescalas Rotinas de cuidados pessoais e Atividades, incluindo (a) as práticas de higiene e saúde; (b) os procedimentos básicos de higiene relativos às refeições e à preparação dos alimentos; (c) a supervisão do sono das crianças; (d) a distância entre os berços; (e) a oferta e estado de conservação de livros; (f) existência de imagens, livros e brinquedos que representam a natureza e as ciências de forma realista; (g) a existência de materiais que evidenciem diversidade étnica ou cultural; e (h) a frequência de atividades/idas ao exterior.…”

Section: Qualidade Das Salas E Das Práticas De Socializaçãounclassified

“…A qualidade é, recorrentemente, conceitualizada em duas grandes dimensões: a estrutural e a de processo. A dimensão estrutural refere-se às variáveis relativamente estáveis e passíveis de regulamentação ou fácil mensuração (e.g., razão adulto/criança, tamanho do grupo, educação, formação e experiência dos educadores de infância/auxiliares de ação educativa); a dimensão de processo refere-se a características difíceis de regulamentar ou medir devido à sua natureza qualitativa (e.g., interações adulto/criança e criança/criança; Goelman et al, 2006;Layzer & Goodson, 2006). Enquanto a dimensão estrutural parece apenas assegurar as condições básicas da qualidade, não sendo suficiente para a determinar (e.g., Cochran, Cochran, & Torp, 2000), a dimensão de processo associa-se com maior robustez aos resultados desenvolvimentais das crianças (Bryant, Zaslow, & Burchinal, 2010).…”

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A Qualidade Observada em Salas de Berçário

Tadeu

Aguiar²

2016

Psic.: Teor. e Pesq.

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RESUMO -Este estudo teve como objetivo investigar a qualidade de estruturas formais de educação para crianças com menos de 12 meses de idade. Participaram 30 salas de berçário de Setúbal e Palmela, no sul de Portugal. A qualidade global das salas foi avaliada com base na Infant/Toddler Environment Rating Scale -Revised Edition e as práticas de socialização, com base na Caregiver Interaction Scale. Os resultados revelam qualidade global média moderada das salas e elevada qualidade nas práticas de socialização. As associações entre essas medidas de processo e algumas características estruturais das salas sugerem, entre outras implicações, a necessidade de assegurar a formação superior em educação de infância dos profissionais que trabalham nesses contextos de socialização. Palavras-chave: qualidade em creche, interações, berçáriosThe Quality of Center-Based Child Care and Education for Infants ABSTRACT -This study aimed to investigate the quality of center-based child care and education for infants. Thirty classrooms for infants from Setúbal and Palmela, in the south of Portugal, participated in this study. The overall quality of these classrooms was assessed with the Infant/Toddler Environment Rating Scale -Revised Edition and caregivers' socialization practices were measured with the Caregiver Interaction Scale. Findings suggest that these classrooms present moderate overall quality and high-quality caregiving interaction behaviors. The associations between these process quality measures and selected classroom structural features suggest, among other implications, the need to ensure the presence of professionals with university degrees in early childhood education in these settings.

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“…However, we were able to collect survey data on a number of structural features that have been found to be positively associated with good quality environments for children (e.g. Goelman et al, 2006;Phillipsen et al, 1997). These features include the level of staff education and qualifications, wages, staff turnover rate, amount of non-contact time and training and professional development opportunities.…”

Section: Gaelic Medium Preschool Provision: Supply Structural Featurmentioning

confidence: 99%

Playing and learning in another language: ensuring good quality early years education in a language revitalisation programme

Stephen

McPake

McLeod

2012

European Early Childhood Education Research Journal

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Offering Gaelic medium preschool provision poses particular challenges as most children only encounter Gaelic in the playroom and live in a context heavily dominated by English. Nevertheless, expanding provision for early years education in Gaelic is an important part of ambitious plans to revitalise the language. In this paper we explore the challenges experienced by adults and children as they strive to provide good quality preschool education through the medium of Gaelic. Drawing on evidence from a review of Gaelic medium preschool education, we consider the difficulties experienced in developing a Gaelic-only immersion playroom, the need for specific resources and the perceived training needs of practitioners. We look at the issues which arise from the largely English language home learning environment and the specific pedagogical challenges experienced when supporting language learning and access to the national curriculum. Our analysis will be relevant to others working in similar cultural-linguistic and political contexts across Europe. RésuméÀ l'inverse de l'anglais, le gaélique n'est la langue d'enseignement que d'un petit nombre d'écoles maternelles en Écosse même si son but est de contribuer à son renouveau et d'enrayer sa disparition. Le développement de dispositions en faveur de l'éducation maternelle est une partie importante des projets ambitieux du gouvernement écossais afin d'augmenter considérablement le nombre d'élèves dans les écoles gaéliques d'ici à 2021. Néanmoins, cela lance des défis particuliers puisque la plupart des enfants ne sont exposés au gaélique qu'à l'école maternelle: en dehors de celle-ci, ils se trouvent dans un contexte fortement dominé par l'anglais. Dans cet article, nous explorons les défis auxquels sont confrontés les enfants et les adultes qui s'évertuent à pourvoir une éducation préscolaire en gaélique de bonne qualité. S'inspirant de résultats d'une revue d'éducation préscolaire en gaélique, nous considérons les difficultés rencontrées lors de la mise en place d'une classe d'immersion linguistique uniquement en gaélique, le manque de ressources pédagogiques spécifiques et les besoins en formation professionnelle des éducateurs. Nous examinons les questions posées par un environnement familial dans lequel l'anglais reste largement majoritaire, les défis pédagogiques spécifiques rencontrés lors du soutien pédagogique et l'accès au programme national d'enseignement. Notre analyse pourra s'avérer pertinente à ceux qui opèrent dans des contextes culturo-linguistiques et politiques semblables à travers l'Europe. Zusammenfassung ResumenCon el objetivo de revitalizar la posición del gaélico, algunos centros escoceses de educación infantil utilizan este idioma en vías de extinción, en lugar del inglés, como medio de enseñanza. La expansión de la educación preescolar en gaélico juega un importante papel en los ambiciosos planes del gobierno escocés para incrementar considerablemente el número de niños en escuelas gaélicas antes del año 2021. Sin embargo, este programa...

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Towards a predictive model of quality in Canadian child care centers

Cited by 84 publications

References 19 publications

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

A Qualidade Observada em Salas de Berçário

Playing and learning in another language: ensuring good quality early years education in a language revitalisation programme

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