Identifying High-Quality Centre-Based Childcare Using Quantitative Data-Sets: What the Numbers Do and Don't Tell Us

Autor/inn/en	Fenech, Marianne; Sweller, Naomi; Harrison, Linda
Titel	Identifying High-Quality Centre-Based Childcare Using Quantitative Data-Sets: What the Numbers Do and Don't Tell Us
Quelle	In: International Journal of Early Years Education, 18 (2010) 4, S.283-296 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
Schlagwörter	Early Childhood Education; Rating Scales; Foreign Countries; Child Care; Statistical Analysis; Research Methodology; Educational Quality; Evaluation Methods; Australia; Early Childhood Environment Rating Scale; Infant Toddler Environment Rating Scale + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rating-Skala; Ausland; Kinderfürsorge; Kinderbetreuung; Statistische Analyse; Research method; Forschungsmethode; Quality of education; Bildungsqualität; Australien
Abstract	Quantitative approaches to defining and measuring quality in early childhood education and care (ECEC) have provided a key platform for policy development. Yet their strengths and limitations as informants of high-quality ECEC have not been tested. In this study we examine two sources of quantitative data collected over a five-year period for 74 long day care centres: (1) the Early Childhood Environment Rating Scale-Revised and Infant-Toddler Environment Rating Scale instruments which are well-established observational measures; and (2) Australia's nationally administered Quality Improvement and Accreditation System which involves a self-study and validation process. Correspondence over time and across measures was more consistent for the centres identified as providing lower quality ECEC. Variability in ratings of quality was more evident in lower quality centres, whereas high-quality centres showed less variability over time. High quality, however, was less consistently identified across measures. Discussion focuses on the strengths and limitations of these measures of quality, and the implications these have for policy development and future research. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10