Process quality for children under three years in early child care and family child care in Germany

Childhood Maltreatment and Life Satisfaction in Chinese Student Preschool Teachers: The Roles of Resilience and Social Support

“…The results of the current study are consistent with previous studies, indicating that childhood maltreatment is negatively associated with resilience [ 26 ] and social support [ 18 ], as well as life satisfaction [ 12 ]. Specifically, physical and emotional maltreatment were negatively associated with later life satisfaction, social support, and resilience, which is consistent with previous studies [ 55 , 56 , 57 ].…”

“…For example, a study found that childhood maltreatment was negatively associated with life satisfaction based on a cross-sectional study including 550 Korean young adults [ 11 ]. A Chinese study indicated that Chinese college students who have experienced childhood maltreatment had low levels of life satisfaction [ 12 ]. Similarly, some longitudinal studies confirmed these relationships.…”

Literature review on early childhood education and care for children under the age of 3

“…The studies also stress the need for more research on the content of educators' preservice courses to better understand relationships between process quality and educators' formal education (Eckhardt and Egert, 2018 [4]; Loizou and Recchia, 2018 [36]; Schaack, Le and Setodji, 2017 [86]). For instance, in one study conducted in Germany, the authors found that playgroups with teachers who receive specific pre-service training in the area of early education and care (Pädagogische Fachschule) had higher levels of process quality compared to playgroups where teachers received other kind of training, but clearly more research is needed (Eckhardt and Egert, 2018 [108]).…”

The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers

“…In this sense, we have observed at least three types of research interests on the school space and its design addressed by the teaching narratives. Over the past several decades, research consistently shows that the quality of the educational process in early childhood schools varies substantially, but averages mediocre (Eckhardt, & Egert, 2020). In a meta-synthesis (Brown & Lan, 2015) that examined findings on how early childhood educators engaged in good practice with young children the need for materials and resources for these educators to deploy more developmentally appropriate practices for children emerged.…”