Process Quality in Toddler Classrooms in Four European Countries

Autor/inn/en	Cadima, Joana; Aguiar, Cecília; Guedes, Carolina; Wyslowska, Olga; Salminen, Jenni; Slot, Pauline; Barata, M. Clara; Lerkkanen, Marja-Kristiina
Titel	Process Quality in Toddler Classrooms in Four European Countries
Quelle	In: Early Education and Development, 34 (2023) 7, S.1565-1589 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cadima, Joana) ORCID (Aguiar, Cecília) ORCID (Guedes, Carolina) ORCID (Wyslowska, Olga) ORCID (Salminen, Jenni) ORCID (Slot, Pauline) ORCID (Barata, M. Clara) ORCID (Lerkkanen, Marja-Kristiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2139548
Schlagwörter	Teacher Student Relationship; Infants; Toddlers; Educational Quality; Preschool Education; Preschool Teachers; Cross Cultural Studies; Learner Engagement; Foreign Countries; Correlation; Classroom Environment; Learning Activities; Grouping (Instructional Purposes); Factor Analysis; Netherlands; Finland; Portugal; Poland; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Infant; Toddler; Toddlers; Kleinkind; Infants; Quality of education; Bildungsqualität; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Cultural comparison; Kulturvergleich; Ausland; Korrelation; Klassenklima; Unterrichtsklima; Lernaktivität; Grouping; Gruppenbildung; Faktorenanalyse; Niederlande; Finnland; Polen
Abstract	Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children's engagement with materials, explained differences in teacher-child interaction quality across activities. Participants were 129 toddler classrooms and their lead teachers, specifically, 28 in the Netherlands, 40 in Finland, 31 in Portugal, and 30 in Poland. Process quality was measured with the CLASS Toddler (La Paro et al., 2012) and the Activity Setting Measure was used to characterize adult levels of involvement, group organization, and children's engagement with materials. Findings indicated that there were important variations across activities in all countries. Positive associations were found between higher levels of adult facilitation and both Emotional and Educational Support. Other activity settings partially explained differences across activities in interaction quality, although patterns varied by country. Practice or Policy: CLASS scores were conditional on the content and format of the activities. Greater attention to activity types and settings may be a means to increase the precision of quality assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01