Dimensions of pedagogical quality in preschool

Sheridan, Sonja

doi:10.1080/09669760701289151

Cited by 83 publications

(93 citation statements)

References 21 publications

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“…These factors are issues reoccurring in many studies (e.g., Brodin & Renblad, 2014a,c;Logan & Sumsion, 2010;Sheridan, 2007) and this was no surprise. These factors are related both to structure and process and the structural factors are difficult to influence for the preschool teachers as they often deal about organization and financial matters on an overall level (e.g.…”

Section: Discussionmentioning

confidence: 90%

“…"Early childhood teachers require federal ECEC policy to consider, promote and facilitate such understandings" (ibid., p. 13). Sheridan (2007) stresses four dimensions to be regarded in order to develop pedagogical quality in preschool; the child, the parents, the teachers and the environmental aspects (settings, learning contexts) (ibid). These dimensions are thus the four main actors in preschool although also other aspects are involved, e.g.…”

Section: Previous Researchmentioning

confidence: 99%

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Preschool teachers' understanding of quality in preschool: a comparative study in three European countries

Brodin

Hollerer

Renblad

et al. 2014

Early Child Development and Care

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PostprintThis is the accepted version of a paper published in Early Child Development and Care. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination.Citation for the original published paper (version of record):Brodin, J., Hollerer, L., Renblad, K., Stancheva-Popkostadinova, V. (2015) Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. The aim of this article is to highlight the concept quality with special focus on preschool teachers understanding and compare what preschool teachers in Austria, Bulgaria and Sweden regard as quality. Although quality is at high degree a subjective concept, some aspects are regarded decisive for good quality. A questionnaire was distributed to 45 preschools. Data has been stored, processed and compiled with the web-based program 'Netigate'. Totally 117 preschool teachers answered the questionnaire. The results between the three countries have been compiled, processed, ranked and compared and show a glace of different ways to interpret quality, although there are also similarities. Many differences are related to social, cultural and financial issues in the countries per se but there are also organizational and structural differences. Further comparative research need to focus on modes to improve the quality in preschool and on increasing children's influence. Early Child Development and

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Section: Discussionmentioning

confidence: 90%

Section: Previous Researchmentioning

confidence: 99%

Preschool teachers' understanding of quality in preschool: a comparative study in three European countries

Brodin

Hollerer

Renblad

et al. 2014

Early Child Development and Care

View full text Add to dashboard Cite

show abstract

“…Therefore, there are authors (Sheridan, 2007) whose views we accept in this paper, who advocate for quality access through an interactive perspective, trying to overcome the disagreements that exist between understandings of quality as a subjective or objective concept, shifting the focus on the connection between them and interaction with each other. In this paper we will try to bring together the perspective of the researchers, based on the theoretical perspective on the quality of the kindergarten practice with the parents' perspective on this issue in the process of mutual understanding and joint creation of meaning.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Parents' perspective on the quality of kindergarten

Malović¹,

Malovic²

2017

Istraživanja u pedagogiji

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“…Consistente com esta conceptualização, existem já evidências de que crianças que frequentam contextos de elevada qualidade relatam mais oportunidades para participar/exercer influência (Sheridan, 2007;Sheridan & Samuelsson, 2001). …”

Section: O Direito De Participação E a Educação Da Infânciaunclassified

Implementação do direito de participação das crianças em contexto de jardim de infância: As perceções dos educadores

Lopes

Correia

Aguiar

2016

RPE

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Com este estudo, pretendeu-se desenvolver e avaliar as características psicométricas de uma medida de avaliação das perceções dos educadores de infância acerca da implementação do direito de participação em contexto de jardim de infância. Participaram 168 educadores de infância, sendo que, destes, 40 foram observados, em contexto de sala, com o Classroom Observation Scoring System (Pianta, La Paro, & Hamre, 2008). Identificámos dois componentes das perceções dos educadores acerca da participação das crianças: Expressão e Responsabilidade das Crianças e Tomada de Decisão pelo Adulto. A Tomada de Decisão pelo Adulto estava negativamente associada à qualidade das salas e às habilitações académicas dos educadores. Paralelamente, educadores do setor público obtiveram resultados mais elevados no componente Expressão e Responsabilidade das Crianças do que educadores do setor privado com fins lucrativos. Os dados obtidos fornecem evidências que suportam, moderadamente, a fidelidade e a validade da medida.Palavras-chave: direito de participação das crianças, questionário, perceções, jardim de infância ABSTRACTThe aim of this study was to develop and evaluate the psychometric properties of a measure designed to assess early childhood education teachers’ perceptions about the degree of implementation of children’s participation right in early childhood education. Participated in this study 168 preschool teachers, 40 of which were simultaneously observed, in their classrooms, with the Classroom Observation Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). We identified two components of teachers’ perceptions of children’s participation: Children’s Expression and Responsibility and Decision Making by the Adult. Decision Making by the Adult was negatively associated with the domains of classroom quality measured through CLASS and with teachers education level. Teachers from public centers scored higher in Children’s Expression and Responsibility than teachers from private for-profit centers. Findings provide moderate evidence on the reliability and validity of the Assessment Questionnaire of Early Childhood Education Teachers’ Perceptions about Children’s Participation Right. Key-words: children’s participation right, questionnaire, teacher perceptions, early childhood education

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Dimensions of pedagogical quality in preschool

Cited by 83 publications

References 21 publications

Preschool teachers' understanding of quality in preschool: a comparative study in three European countries

Preschool teachers' understanding of quality in preschool: a comparative study in three European countries

Parents' perspective on the quality of kindergarten

Implementação do direito de participação das crianças em contexto de jardim de infância: As perceções dos educadores

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