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Showing 1 to 15 of 47 results Save | Export
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Eckhardt, Andrea G.; Egert, Franziska – Early Child Development and Care, 2018
International findings indicate only moderate childcare quality and results revealed significant differences between regions. So far, this difference cannot be explained by structural characteristics. Based on the National Study on Education, Learning and Upbringing in Early Childhood (NUBBEK) sample of 215 lead teachers, the influence of…
Descriptors: Foreign Countries, Child Care, Early Childhood Education, Educational Quality
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Brinkman, Sally Anne; Hasan, Amer; Jung, Haeil; Kinnell, Angela; Nakajima, Nozomi; Pradhan, Menno – European Early Childhood Education Research Journal, 2017
This article examines the relationship between preschool quality and children's early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R); (2) teacher characteristics; and (3) structural…
Descriptors: Role, Educational Quality, Child Development, Error of Measurement
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Kluczniok, Katharina – SAGE Open, 2017
The present study examines the impact of family risk factors (e.g., migration background, poverty) in early childhood on children's numeracy skills during preschool in Germany, and if these relations are mediated through the quality of the home learning environment. The data used for this research were collected using the longitudinal study…
Descriptors: At Risk Persons, Family Environment, Predictor Variables, Young Children
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Grammatikopoulos, Vasilis; Gregoriadis, Athanasios; Tsigilis, Nikolaos; Zachopoulou, Evridiki – Early Child Development and Care, 2018
The aim of the current study was to evaluate the relation of early childhood education global quality with children outcomes in the Greek early childhood education settings. Quality was assessed by the Early Childhood Environment Rating Scale-Revised (ECERS-R), whereas the Utrecht Early Math Competence Scale and Concepts About Print Scale were…
Descriptors: Outcomes of Education, Early Childhood Education, Educational Quality, Foreign Countries
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Bull, Rebecca; Yao, Shih-Ying; Ng, Ee Lynn – International Journal of Early Childhood, 2017
The early childhood sector in Singapore has witnessed vast changes in the past two decades. One of the key policy aims is to improve classroom quality. To ensure a rigorous evaluation of the quality of early childhood environments in Singapore, it is important to determine whether commonly used assessments of quality are valid indicators across…
Descriptors: Foreign Countries, Rating Scales, Educational Environment, Educational Quality
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Soukakou, Elena; Evangelou, Maria; Holbrooke, Becki – International Journal of Inclusive Education, 2018
Research has highlighted that children with Special Educational Needs (SEN) might be at risk of receiving less-than-outstanding experiences in settings typically rated as outstanding. There are still significant barriers to the implementation of high-quality inclusive practices in early years settings: inadequate preparation of early educators for…
Descriptors: Foreign Countries, Inclusion, Professional Development, Profiles
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Gregoriadis, A.; Tsigilis, N.; Grammatikopoulos, V.; Kouli, O. – Early Child Development and Care, 2016
The purpose of this study was to examine whether kindergartens and childcare centres differ in terms of educational and caregiving components. More specifically, two aspects of the process quality of the early childhood education and care were examined regarding the "Activities" and the "Programme Structure." A multi-stage…
Descriptors: Foreign Countries, Educational Quality, Child Care Centers, Kindergarten
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Fleer, Marilyn; Hedges, Helen; Fleer-Stout, Freya; Bich Hanh, Le Thi – International Journal of Research & Method in Education, 2018
Researching quality in early childhood settings has been operationalized in many ways, within and across countries. Nevertheless, despite some consensus on what might constitute a universally recognized view of what is considered essential for young children's development, there are strong indicators that locally developed assessment tools are…
Descriptors: Foreign Countries, Early Childhood Education, Rating Scales, Educational Quality
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Kuger, Susanne; Kluczniok, Katharina; Kaplan, David; Rossbach, Hans-Guenther – School Effectiveness and School Improvement, 2016
Many education systems worldwide have dedicated a significant amount of resources to improve quality levels in early childhood education and care. Research can contribute to this goal by providing information about conditions of high-quality education and care and reasons for changes in the quality provided to children. This study therefore…
Descriptors: Foreign Countries, Educational Quality, Longitudinal Studies, Field Studies
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Garvis, Susanne; Sheridan, Sonja; Williams, Pia; Mellgren, Elisabeth – Early Child Development and Care, 2018
Quality in early childhood education is an important topic in many countries. Research suggests that high-quality preschool provides many long-term benefits for young children and society. How to measure early childhood quality however can be problematic. One approach has been the use of the Early Childhood Environmental Rating Scale (ECERS), an…
Descriptors: Early Childhood Education, Preschool Education, Foreign Countries, Educational Quality
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Rentzou, Konstantina – Early Child Development and Care, 2014
The physical environment of the preschool programmes has been proven to affect both children's overall development and the quality of the programme. However, both nationally and internationally the contribution of the physical environment in the effectiveness of a programme and in the achievement of educational goals is often overlooked. The aim…
Descriptors: Physical Environment, Preschool Education, Child Development, Educational Quality
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Rentzou, Konstantina – European Early Childhood Education Research Journal, 2017
Four rating scales for accessing aspects of early childhood education and care programs' quality were employed for the present study. The aim of the study was to examine scales' reliability by using them in one preschool and one infant/toddler classroom during the course of a week. Research results suggest that early childhood education and care…
Descriptors: Rating Scales, Child Care Centers, Infants, Preschool Education
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Maynard, Trisha; Waters, Jane; Clement, Jennifer – Early Years: An International Journal of Research and Development, 2013
The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be "underachieving" within the classroom came…
Descriptors: Play, Underachievement, Outdoor Education, Teaching Methods
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Mohamed, Ahmed Hassan Hemdan; Marzouk, Samah Abd Al Fatah Mohamed – Early Child Development and Care, 2016
This study examined the association between early childhood classroom quality and preschool children's social skills and emotional problems. Teachers completed the Early Childhood Environmental Rating Scale-Revised (ECERS-R) and the Devereux Early Childhood Assessment-Clinical Form (DECA-C). Participants included 141 preschool children from 10…
Descriptors: Correlation, Aggression, Self Control, Attachment Behavior
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Leung, Suzannie – Journal of Research in Childhood Education, 2018
This study investigates teachers' beliefs about early visual arts education and implementation in kindergartens through an exploratory study involving 33 teachers in one whole- and one half-day kindergarten. Six classrooms were observed with their teachers participating in subsequent semistructured interviews. Although surveyed teachers reported…
Descriptors: Teacher Attitudes, Visual Arts, Kindergarten, Preschool Teachers
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