Stability and patterns of classroom quality in German early childhood education and care

Kuger, Susanne; Kluczniok, Katharina; Kaplan, David H.; Rossbach, Hans-Guenther

doi:10.1080/09243453.2015.1112815

Cited by 35 publications

(49 citation statements)

References 43 publications

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“…A study from the United States also showed that the quality of the materials and activities for classrooms serving infants was lower compared to classroom serving toddlers (King et al, 2016 [114] ). However, the same study also revealed that the quality concerning basic safety and organisation and the quality of (language) interactions was higher for infants than for toddlers.…”

Section: Provisions For Children Aged 0 Tomentioning

confidence: 99%

“…In Portuguese infant toddler centres, no differences were found in process quality regarding for-profit or non-profit centres (Barros and Aguiar, 2010 [74] ). However, a US study revealed that non-profit provision scored higher on a number of quality features, including health, safety and furnishing and aspects related to provisions for staff, but no differences were found for the quality of interactions (King et al, 2016 [114] ).…”

Section: Type Of Centrementioning

confidence: 99%

“…Several studies have illustrated the importance of staff' qualifications for process quality in Canada, the Flemish Community of Belgium, the Netherlands, Portugal and the United States (Barros et al, 2016 [9] ; Bigras et al, 2010 [122] ; Castle et al, 2016 [123] ; Hulpia et al, 2016 [36] ; King et al, 2016 [114] ; NICHD Early Child Care Research Network, 2000 [10] ; Slot et al, 2015 [110] ; Thomason and La Paro, 2009 [6] ; Vogel et al, 2015a [111] ; Vogel et al, 2015b [112] ). Four studies showed positive associations by looking at linear relations between pre-service qualifications and process quality (Barros and Leal, 2011 [90] ; NICHD Early Child Care Research Network, 2000 [10] ; Slot et al, 2015 [110] ; Thomason and La Paro, 2009 [6] ), whereas others showed positive relations from a certain level: either a two-year degree (King et al, 2016 [114] ; Vogel et al, 2015a [111] ) or a Bachelor's degree (Barros et al, 2016 [9] ; Vogel et al, 2015a [111] ). Some studies found associations when using a broad and comprehensive measure for quality assessment including different aspects of staff-child interactions (Barros et al, 2016 [9] ; NICHD Early Child Care Research Network, 2000 [10] ).…”

Section: Pre-and In-service Education and Continued Professional Devementioning

confidence: 99%

“…Several studies have demonstrated positive relations between work experience and process quality for the United States and the Netherlands (Jamison et al, 2014 [48] ; King et al, 2016 [114] ; NICHD Early Child Care Research Network, 2000 [10] ; Phillipsen et al, 1997 [78] ; Slot et al, 2017a [42] ; Vogel et al, 2015a [111] ). The studies from the Netherlands and one study from the United States revealed only significant associations with the provided support for children's development, well-being, and learning (King et al, 2016 [114] ; Slot et al, 2017a [42] ).…”

Section: Work Experience Well-being Job Satisfactionmentioning

confidence: 99%

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Structural characteristics and process quality in early childhood education and care

2018

OECD Education Working Papers

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Section: Provisions For Children Aged 0 Tomentioning

confidence: 99%

Section: Type Of Centrementioning

confidence: 99%

Section: Pre-and In-service Education and Continued Professional Devementioning

confidence: 99%

Section: Work Experience Well-being Job Satisfactionmentioning

confidence: 99%

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Structural characteristics and process quality in early childhood education and care

2018

OECD Education Working Papers

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“…Whereas many studies find that lower child-staff ratios and higher or more specific teacher qualifications are associated with higher ECEC quality, findings for other structural characteristics such as group size, are more mixed (for a review, see Kuger et al 2016). 16.…”

Section: Resultsmentioning

confidence: 99%

Information asymmetries between parents and educators in German childcare institutions

Camehl

Schober

Spieß

2018

Education Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Economic theory predicts market failure in the market for early childhood education and care (ECEC) due to information asymmetries. We empirically investigate information asymmetries between parents and ECEC professionals in Germany, making use of a unique extension of the Socio-Economic Panel Study (SOEP). We compare quality perceptions by parents and by professionals across 734 institutions. We detect considerable information asymmetries that differ across quality measures but less so by parental socio-economic background or center characteristics. Both similarly contribute to explaining variations in the information gap. We conclude that information is not readily available to parents; an issue that should be addressed by policy-makers. Terms of use: Documents in EconStor may ARTICLE HISTORY

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Quality of Learning Environments in Early Childhood

Rossbach,

Blaurock,

Grosse

et al. 2024

Edition ZfE

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Young children experience different learning environments in early childhood that influence their development in many ways. The following paper considers the quality of the family, preschool, and primary school early learning environments with a special focus on the process quality in these environments. What is innovative in this study is that it draws together three research literatures that are traditionally studied in isolation. By creating a shared lens for assessing environmental quality across different contexts, the BiKS study revealed the relevant factors that shape development over time at home and in (pre)school. First, an overview is given on the research instruments used in BiKS-3-18, followed by a description of the level and stability of quality within these environments over time. Next, the relations between process quality and structural conditions within these environments are presented. The paper ends with a discussion of the results. Some policy implications of the findings from BiKS are made throughout the paper, especially in the discussion.

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Stability and patterns of classroom quality in German early childhood education and care

Cited by 35 publications

References 43 publications

Structural characteristics and process quality in early childhood education and care

Structural characteristics and process quality in early childhood education and care

Information asymmetries between parents and educators in German childcare institutions

Quality of Learning Environments in Early Childhood

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