The Relationship between Quality of Pre-School Child Care Institutions and Teachers' Teaching Approach

Autor/inn/en	Õun, Tiia; Tuul, Maire; Tera, Signe; Sagen, Kelli; Mägi, Helena
Titel	The Relationship between Quality of Pre-School Child Care Institutions and Teachers' Teaching Approach
Quelle	In: Early Child Development and Care, 188 (2018) 5, S.542-556 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Õun, Tiia) ORCID (Tuul, Maire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1445729
Schlagwörter	Preschool Education; Educational Quality; Teaching Methods; Child Care Centers; Foreign Countries; National Curriculum; Educational Indicators; Teacher Influence; Statistical Analysis; Learning Activities; Teaching Experience; Class Size; Supervision; Teacher Role; Student Centered Learning; Scores; Classroom Environment; Classroom Observation Techniques; Estonia + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Educational indicato; Bildungsindikator; Statistische Analyse; Lernaktivität; Klassengröße; Lehrerrolle; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassenklima; Unterrichtsklima; Estland
Abstract	Various factors of the quality of preschool child care institutions influence the development of children and their future success in school. The activities of preschool child care institutions in Estonia are based on the national curriculum. Several indicators of structural quality have been determined on the national level. The aim of the current study is to find out how the indicators of process quality were expressed in teachers' activities and what kind of differences occur in teachers' pedagogical practice depending on the indicators of structural quality. Teachers' pedagogical practice is studied with the help of a scale- the Early Childhood Classroom Observation Measure. The results of the study revealed that there were statistically significant differences in teachers' pedagogical activities in relation to the number of children in the class, the work experience of teachers and the work organization the personnel in the class. There did not appear statistically significant differences in relation to the educational level of teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01