Educational Process Quality in Preschools at the Individual Child Level: Findings from a German Study

Autor/inn/en	Smidt, Wilfried; Rossbach, Hans-Günther
Titel	Educational Process Quality in Preschools at the Individual Child Level: Findings from a German Study
Quelle	In: Early Child Development and Care, 186 (2016) 1, S.78-95 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.913585
Schlagwörter	Foreign Countries; Learning Processes; Preschool Children; Preschool Education; Preschool Teachers; Educational Quality; Interpersonal Competence; Longitudinal Studies; Institutional Characteristics; Student Characteristics; Measures (Individuals); Literacy; Numeracy; Factor Analysis; Multivariate Analysis; Observation; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Ausland; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Quality of education; Bildungsqualität; Interpersonale Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Faktorenanalyse; Multivariate Analyse; Beobachtung; Statistische Analyse; Deutschland
Abstract	A large body of research has examined the quality of educational processes in preschools, but it has usually been studied at the group level. Thus, there is a lack of research on the quality of educational processes as experienced by individual children. Therefore, this study investigated the quality of educational processes in preschools at the individual child level. The sample consisted of 133 children attending 51 preschools that were located in two German federal states. Data were collected in spring 2006 (first year in preschool), spring 2007 (second year), and spring 2008 (third year). The findings revealed moderate educational quality with regard to a "support of social competencies" composite, whereas educational quality representing the composites "support of cognitive competencies," "support of early literacy competencies," and "support of early numeracy competencies" was virtually inadequate. This applied to the first, second, and third preschool years. In addition, there were some modest, albeit inconsistent, changes in educational process quality over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01