Kære forælder
Bilag 4: Pedagogical interaction with the child
Parents have different expectations and wishes at childcare facilities. Please list five points that are most important to you regarding education and care of your child in a childcare facility.
Points Additional explanation
(Danish)
Counts
Sense of safety DK: Tryghed 81
Presence/ being close to the child
DK: Nærvær 71
Care/ Caring for the child DK: Omsorg 68
Ratio/ plenty of time to be together with the children
DK: Normering og tid 44
Well-being DK: Trivsel 40
Educated staff DK: Uddannet personale 22
Social contact &
competencies
DK: Social
kontakt/kompetencer
17
Relations DK: Relationer 12
The learning environment DK: Læringsmiljøet 7
Language DK: Sprog 6
Health and safety practices DK: Personlig pleje 6
Recognition DK: Anerkendelse 4
Qualified leaders/managers DK: God ledelse 4
Trust DK: Tillid 4
Learning DK: Læring 3
Play DK: Leg 3
Space and furnishing DK: Plads og indretning 2 Cooperation with the parents DK: Forældresamarbejde 2
Bildung DK: Dannelse 2
390
34
Bilag 5, Process quality
Torben Næsby, august 2016
“Process quality is what children directly experience in their programs that has a direct effect on their development, including the various interactions that go on in a classroom between staff and children and among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions” (www.ers.info).
“Process quality refers to the experience of children within the care environment including their interactions with others, materials, and activities” (Phillipsen, Burchinal, Howes, & Cryer, 1997).
Structural quality is rather complex but could be characterized on system, organizational,
classroom, and staff levels, and as moderator of process quality. In a literature review, Slot (2018) concludes “The strongest evidence concerned the positive relations between staff’ pre-service and professional development and process quality. Smaller group sizes and child-staff ratios were also generally positively related to process quality. At the system level, quality rating and improvement systems appeared to be associated with higher process quality, although most systems lacked sensitivity in differentiating between fine-grained levels of quality.”
However, “structural features are generally presupposed to create the conditions under which staff establish relationships in a way to nurture children’s whole development and allow them to develop their potential. This reflects an underlying mechanism or mediation path in which process quality mediates the relation between structural quality and children’s development, well-being and learning” (Slot, 2018, p. 46)
In line with these definitions, structure and process quality in some areas cannot be divided as the interactions and the dialogues (process) are connected to material and environmental conditions but also must have certain content, and always in some way or another have certain perspectives e.g. goal oriented. For instance, this could be materials connected with science/math or the
necessary space for gross motor organized in reflected pedagogical processes and combined with group size and staff-children ration.
A holistic view should be a leading concept within ECEC. A holistic view should consist of the following conditions for learning and everyday activities from different perspectives: The
perspective of the environment (educational setting, structural factors, competence of the staff, the actual content, the ongoing interaction etc.); the perspective of the child (the child’s experiences and outcomes); the perspective of the teacher (his or her way of thinking about children and their learning, the teacher’s view of and his or her role in knowledge formation); the perspective of society (expectations and discourses in media, from parents, the state via curriculum intentions etc.) (Sheridan, 2007; 2009). All these perspectives interact with each other and no evaluation of the whole is complete without them (Bronfenbrenner & Morris, 2006; Samuelsson, Sheridan &
Williams, 2006).
35 Perspectives on
pedagogical quality
ECERS-3 International curricula Similarities
Process quality
The learning environment
The most important is the relation and interaction between staff and child;
Socio-emotional, cognitive and communicative Safety and well-being Staff level of
education matters
Strong focus on the learning
environment, interactions and the quality of materials Socio-emotional, cognitive and communicative – as well as safety and health
Staff support language and literacy, math and science as well as free play
The social context is a forceful indicator for learning and development (Vygotsky, 1978) Focus on the children’s
possibilities to learn from experience and participate in
learning communities The quality of the environment is of outmost importance (interactions and materials)
Learning orientated, but not in a formal way (Harms et al, 2015)
Engage the children in life-long learning by focusing on qualities and abilities that help children to learn and develop in preschool, such as being
communicative, critical, reflective and analytical (Taguchi, 1997, Sheridan 2009).
Pedagogue’s perspective Organizing the learning environment – balanced between activities initiated by staff, by staff and children and by the children themselves (Sylva, 2016)
Staff guide, sustain and challenge the children in play, activities and routines (planned or
spontaneously)
Staff create possibilities for learning through interactions,
programme structure and learning
activities – focusing on space and
furnishing, safety and health, materials and dialogues of highly relevant
content/substance Staff lead the processes
Staff express an understanding of the child as being competent and reflective, meets the children with respect Staff is sensitive to the children’s needs, interests and
experiences
The competence of the teacher is closely related to the quality of the program (Manning et al, 2017).
Staff is expected to interact with the children by making the overall goals
Staff has focus on communication and interaction
(Rogoff, 2003;
Valsiner, 1990) Having dialogues and interplay with the children that sustain their thinking and communication (language, cognitive and social skills) (Taggart et al, 2015) SST:” An episode in which two or more individuals “work together” in an intellectual way to solve a problem, clarify a concept, evaluate activities, extend a narrative, etc. Both parties
36 (curriculum) the
objective of learning
must contribute to the thinking and it must develop and extend (Siraj,
Kingston & Melhuish, 2015)
The perspective of the active child Well-being and friendship
Play and gross/fine motor activities Activity
The pedagogical approach to children
Focus on interactions,
language and literacy (and science)
Learning, care and play should vary to meet the needs of all children
Individual learning and room for privacy
The active child becomes visible through being involved in different tasks or situations. The child’s degree of involvement in a certain activity is an indicator of learning (Laevers, 1994) The active child initiates
communication and is interested in the surrounding world (Sommer,
Samuelsson &
Hundeide, 2013) An understanding of the child as being reflective (Taguchi, 1997).
Children are born with social potential to participate in social life, but it is the interaction and communication with adults that bring about competence development (Sommer, 2005)
Staff listens to the children and their expression of emotions, skills and thoughts (Sheridan, 2009)
Staff supports children’s plans and reflexions
(Taguchi,1997) Staff follows the children’s ideas and activities (Sommer et al 2013)
Perspective of society
Democracy and aspects of the home learning environment Inclusion
High quality care environments for children must provide for three basic needs that all children have:
protection of their health and safety,
A long-term perspective on children as
“democratic citizens of society, able to live good lives themselves, together
Cooperation with parents
Inclusion Home-learning School readiness
37 Policy the facilitation of
building positive relationships, and opportunities for stimulation and learning from experience
(Clifford, Reszka &
Rossbach, 2010)
with other people, and to contribute to society as a whole”
(Samuelsson,
Sheridan & Williams, 2006)
Values the emotional health of each
person and
democratic goals of society
The child is
competent, unique, with rights of its own, and should therefore be met with respect (ibid)
Bronfenbrenner, U. & Morris, P.A. (2006). “The Bioecological Model of Human Development.”
Damon & Lerner (eds.). Theoretical Models of Human Development, Volume one of the Handbook of Child Psychology. New York: Wiley, pp. 793-828.
Clifford, R.; Reszka, S.S. & Rossbach, H-G. (2010). Reliability and Validity of the Early Childhood Environment Rating Scale. Chapel Hill: FPG Child Development Institute.
Laevers, F. (1994). “The innovative project Experiential Education and the Definition of Quality in education”. In F. Laevers (Ed.), Defining and Assessing Quality in early Childhood Education.
(Studia Paedagogica, No. 16.) Belgium: Leuven University Press.
Manning, M.; Garvis, S.; Fleming, C. & Wong, G.T.W. (2017). The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Review, 2017:1. DOI: 10.4073/csr.2017.1. Oslo: Campbell Collaboration.
Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, M., Penderi, E. … et al. (2015) A review of research on the effects of early childhood education and care (ECEC) upon child development.
WP4.1 Curriculum and quality analysis impact review, EU: CARE, http://ecec-care.org/fileadmin/careproject/Publications/reports/.
Oberheumer, P. (2005). International Perspectives on Early Childhood Curricula. International Journal of Early Childhood, 37(1), 27-38.
OECD (2017). Education at a Glance 2017: OECD Indicators, OECD Publishing, Paris.
http://dx.doi.org/10.1787/eag-2017-en
Phillipsen, L. C., Burchinal, M. R., Howes, C., & Cryer, D. (1997). “The prediction of process quality from structural features of childcare”. Early Childhood Research Quarterly, 12, 281-303.
Rogoff, B. (2003). The Cultural Nature of Human development. Oxford: Oxford University Press.
38 Samuelsson, I.P.; Sheridan, S. & Williams, P. (2006). “Five Preschool Curricula – Comparative Perspective”. International Journal of Early Childhood, 38 (1), s. 11-29.
Sheridan, S. (2007). “Dimensions of Pedagogical Quality in Preschool”. International Journal of Early Years Education, 15(1), s. 197 – 217. London: Taylor & Francis
Sheridan, S. (2009). “Discerning Pedagogical Quality in Preschool”. Scandinavian Journal of Educational Research, 53(3), s. 245-261. London: Routledge.
Siraj-Blatchford, I. (2009). Conceptualizing Progression in the Pedagogy of Play and Sustained Shared Thinking in Early Childhood Education: a Vygotskian perspective. Educational and Child Psychology, Vol.26, No.2.
Siraj, I. Kingston, D. & Melhuish, E. (2015). Assessing Quality in Early Childhood Education and Care. London: IOS Press. (The SSTEW – scale).
Slot, P. (2018). Structural characteristics and process quality in early childhood education and care: A literature review. OECD Education Working Paper No. 176.
http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2018)12&docL anguage=En
Sommer, D. (2005). Barndomspsykologi. [Childhood psychology.] Udvikling i en forandret verden.
København: Hans Reitzels Forlag.
Sommer, D.; Samuelsson, I.P. & Hundeide, K. (2013). “Early childhood care and education: a child perspective paradigm.” European Early Childhood Education Research Journal, Vol. 21, No. 4, 459–47
Taggart, B; Sylva, K.; Melhuish, E.; Sammons, P. & Siraj, I (2015). The Effective Pre-school, Primary and Secondary Education Project, EPPSE 3-16+. How Pre-school influences children and young people’s attainment and developmental outcomes over time. Research Brief. UK gov.:
Department for Education.
Taguchi, H. L. (1997). Varför pedagogisk dokumentation? [Why pedagogic documentation?]
Stockholm: HLS Förlag.
Tietze, W. (2012). “NUBBEK –Nationale Untersuchung zur Bildung, Betreuung und Erziehung im frühen Kindesalter”. In: Viernickel, s.; Edelmann, D.; Hoffmann, H. & König, A. (red).
Krippenforschung. Methoden, Konzepte, Beispiele. München. Reinhardt Verlag. S. 24 - 34 Viernickel, S.; Edelmann, D.; Hoffmann, H. & König, A. (2012). Krippenforschung. Methoden, Konzepte, Beispiele. München. Ernst Reinhardt Verlag.
Vygotsky, L.S. (1978). Mind in Society. Cambridge: Harvard University Press.
39
Questionnaire – structure/process quality (derived from the ECERS 3 subscales)
There is good alignment between ECERS 3 and national curricula in several western countries (as shown above). The questionnaire of course needs refinement. It is developed like this: English version = translated to Danish = aligned with international curricula = condensed, reformulated and translated to English (numbers refer to the ECERS 3 scale) = condensed into 16 questions that covers the inherent dimensions. Exploratory factor analysis on the ECERS 3 points out a 4-factor solution: F1: Learning Opportunities (11 items); F2: Gross Motor (3 items); F3: Teacher
Interactions (9 items), and F4: Math Supports (3 items) (Sideris, 2017). Also, an effort is done to identify a more complete set of factors in the ECERS 3. These are suggested by John Sideris and developed by sorting indicators into hypothesized subscales:
Language and Literacy; Engagement; Math; Activities; Access to Materials; Individualization;
Classroom Management; Social Emotional; Teaching, Use of Time.
Condensing to the questionnaire means loss of lots of information. This must be considered against the volume (how many questions should and would staff answer)
Danish ECERS-3 subscales Condensed Questionnaire
It is important that/there’s’ (1-5 p scale) (or 1-7) Answer: Totally agree, agree, neither/nor, disagree, totally disagree
1-7; Space and furnishing Stuen er godt indrettet
til leg og læring, der er rent, gode materialer og plads til forskellige former for aktivitet og leg
Room The rooms are well
suited for play and learning
The rooms are clean and well-kept
Accessible for disabled children
1.5.1
Der er rigelig indendørs plads så alle kan cirkulere frit,
Space Plenty of space in-
and outdoors, room to play as well as space for meals and
Plenty of space in- and outdoors, room to play as well as space for meals
40 tilstrækkelig plads til
måltider og rigelig plads til aktiviteter i fri leg 2.5.1.
Gode møbler til børn og god plads til alle
2.5.3
Stuen kan overvåges
activities for everybody
Well-kept furniture that suits the children (size)
Furnishing that makes it possible for staff to supervise the children
and activities for everybody
2.7.1
Inventar er rent og i god stand – materialer let tilgængelige
3.7.1
God adskillelse af legeområder og rigelig plads til større lege og aktiviteter med og uden materialer
Materials
Lots of materials to play with
Clean rooms and materials
Separated spaces for different kinds of play
4.7.1
Positiv interaktion med børn, som leger alene med en ven, både socialt og i forhold til at diskutere ideer
4.7.2
Der er plads til ”privatliv”
for børnene
Privacy Positive interactions with children playing alone or with a few friends
Space for privacy
Space for privacy
5.7.2 Udstillinger
(dokumentation) er let tilgængelig og
overskuelig for børnene.
Personalet fremmer samtaler med børnene 5.7.3
Personalet peger på og læser ord ifm.
udstillingen og involverer børnene 5.7.4
Documentation
(exhibitions) Exhibitions (documentation) related to the children are easy to overview and access. Staff promote dialogues with the children Staff point out special interest, reading and writing connected to the exhibition, involve the children
41 Der er produktioner,
skabt af børnene
There are exhibitions and documentations made by the children 6.5 -6.7
Der er god, let tilgængelig og sikker plads til grovmotoriske lege både ude og inde og de anvendes regelmæssigt 7.5 – 7.7
Der benyttes rigeligt og varieret udstyr både ude og inde, der tilskynder til udvikling
Udflugter
Gross motor
There’s adequate and safe spaces and materials for gross motor play
Staff often facilitate gross motor play and activity – both indoor and outdoor
Staff take the children on excursions on a regular basis
Staff often facilitate and engage in gross motor play and activity – both indoor and outdoor
8.5 - 8.7.1 Rutiner omkring måltidet, hvor de sanitære krav følges men også hvor der er fleksibilitet og god stemning, personalet spiser sammen med børnene i mindre grupper og alle taler sammen
9
Basale krav til hygiejne mv ifm toiletbesøg og bleskifte skal
overholdes 9.3.4
Personalet har tilsyn med børn på toilet mv.
efter behov 9.7.3
Personalet tager afsæt i det enkelte barn og balancen mellem omsorg, hjælp, vejledning og barnets ret til privatliv
10
8-11; Personal care routines
Meals are
characterized by a pleasant atmosphere Staff eat together with the children and have dialogues during the mealtime
Basic health
procedures are being followed (hand wash before and after meals and toileting, coming in from playground etc.)
Staff supervise children when washing hands and toileting but respects privacy
Basic health procedures are being followed (hand wash before and after meals and toileting, coming in from playground etc.)
42 Hjælp til børnene for
påkrævet sanitets og sundhedsprocedure 10.5.1
Personalet hjælper børnene med håndvask 11
Sikkerhedspraksis inde og ude, overvejelser om risici og forebyggelse af ulykker
Appropriate safety procedures
12.7.1
Personalet benytter generelt en bred vifte af ord for at specificere, hvad de taler om (elaboreret) 12.7.2
Personalet introducerer nye temaer
12.7.3
Personalet tilføjer informationer og ideer
12-16; Language and literacy
Words
Staff use a variety of words and
expressions to
specify, what they are talking about
(elaborated)
Staff introduce new themes, ideas and items, and enhance the children’s speech
Staff introduce new themes, ideas and items, and enhance the children’s speech
13.7.1
Personalet stiller mange spørgsmål, som kræver lange svar (Sustained shared thinking) 13.7.2
Der er mange samtaler under både leg og aktivitet, grovmotorik og rutiner
language
Staff ask many open-ended questions
Lots of dialogue when playing and
conducting activities as well as during routines
13.7.3
Samtalerne inkluderer sociale samtaler, fx om hjem og familie,
følelser, omverden
Literacy
Dialogues include social items (friends, home, family,
emotions, environment)
14.5.3
Børnene er involverede og engagerede
14.7.1
Use of books (literacy)
Staff shows interest in books and the
children are involved and engaged
Staff read to/with the children every day and encourage the use of books
43 Dialogisk læsning
14.7.4
Indhentning af informationer 15.7.1-3
Der er et stort udvalg af bøger og de er let tilgængelige
Staff read to/with the children every day Staff call for the use of books to gather
information Lots of books
available and easy for the children to reach 16.5.2
Personalet understøtter forklaringer med skrift (fx navn på legetøj), skriver sedler sammen.
16.5.3
Børnene opmuntres til at skrive selv
16.7.1
(dokumentation) Materialer med billeder og tekst
16.7.3
Personalet udpeger bogstaver og ord, træner lyde 16.7.4
Billeder/ ord bruges til at guide instruktioner (fx en opskrift)
Writing
Staff sustain
explanations in writing (name on toys,
pictures of materials) and they write notes together with the children
Staff encourage the children to write (documentation) Materials and
instructions presented with photos/pictures and text
Staff point out letters and words and coach sounds
Staff support and encourage the children to write
17.5.1
Der er stor variation (og tilgængelighed) i
materialer, der understøtter finmotoriske færdigheder 17.7.3
Dialog om og
spørgsmål til at hjælpe børnene med at udvide præcis brug af ord, forstå relevante koncepter, koble skrift og tale
17-27; learning activities Fine motor
Variated materials available to sustain fine motor
Staff have dialogues with the children to specify the use of words and concepts and to connect speech and writing
Staff have
dialogues with the children to specify the use of words and concepts and to connect speech and writing
44 18.3.3
Positiv involvering 18.5
Materialer tilgængelige, der kan benyttes som børnene selv vil 18.7.1
Personalet lærer børnene at bruge komplekse krea-materialer 18.7.2
Krea er relateret til temaer/projekter, og 18.7.3
Dialog om og
spørgsmål til at hjælpe børnene med at udvide præcis brug af ord, forstå relevante koncepter, koble skrift og tale
Crea
Materials available for the children to use whenever they want Staff teaches the children to use complex crea materials related to themes and projects Staff encourage experiments and children’s own research
Lots of materials available for the children to use whenever they want
19.5
Der er mange musikmaterialer/
instrumenter til rådighed og der leges frit med dem
19.5.4
Personalet opmuntrer til deltagelse
19.7
Musik og dans, rim og remser anvendes også som sprogstimulering
Music
There’s a lot of music instruments available Staff often sing and play with the children
There’s a lot of music, singing, dancing, rhymes and chants – this is also used to sustain language development
There’s a lot of music, singing, dancing, rhymes and chants – this is also used to
sustain language development
20.5
Der er byggeklodser tilgængelig og
afmærkede og der er dialoger om leg med klodser
20.7.1-3
Blocks (construction)
There are blocks available
Staff often play together with the children
45 Leg med klodser kobles
med sprogstimulering og matematiske begreber
Construction is connected with language and reasoning and math 21.5
Der er rigeligt med forskellige materialer (fx udklædningstøj)
børnene frit kan lege med og personalet deltager i legene på børnenes præmisser og har dialoger med
børnene.
(Sustained shared thinking)
21.7
Diversitet i legene og sustained shared thinking
Role play
There’s a lot of materials (costumes) for the children to play with
There’s lots of diversity in the children’s play Staff often participate in children’s play, enhancing the dialogue
Staff often participate in children’s play, enhancing the dialogue
22.5.
Rigeligt med materialer (naturgenstande, bøger, værktøj, redskaber) og dyr (inde/ude)
22.5.3 Personalet
repræsenterer omtanke for miljøet (fx sparer på vandet)
22.7.1-2
Personalet igangsætter science aktiviteter, der er kæledyr/planter mv som børnene kan observere og hjælpe med at pleje
Nature/ science
There’s a variety of materials (natural plants, books, tools and animals
(indoor/outdoor) Staff show concern for the environment (pollution, recycling, saving water)
Staff show concern for the environment (pollution,
recycling, saving water)
23.5.1
Rigeligt med materialer (der fx indeholder mængder, former, aspekter af helheder, kategorier)
23.7.1-3
Math materials and
activities Plenty of material related to math (forms, aspects, categories etc. that can be counted etc.) Staff relates activities to math and
46 Der relateres til
matematiske begreber mv i hverdagen og der er systematiske
aktiviteter der stimulerer børn til tænkning
encourage the children to measure, compare and
construct figures
24.5.1-2
Personalet opmuntrer til og engagerer børnene til matematisk læring (fx tæller kopper ved borddækning) 24.7.1-3
Personalet kommer systematisk med matematisk-sproglige input til leg og rutiner – opfordrer børnene til at forklare deres
matematiske ræsonnementer
Everyday math
Staff engage the children in counting and everyday math (numbers, signs, forms and figures) Staff systematically talk about math and ask open-ended questions, encouraging the children to explain their reasoning
Staff engage the children in counting and everyday math (numbers, signs, forms and figures)
25.5.1-3
Tilgængelighed af materialer forbundet med tal og tælling.
Personalet er modeller for tal og tælling (fx tæller sammen med børnene)
25.7.3-4
Personalet viser hvordan tal kan bruges og relaterer tal til konkrete ting og deres betydning
Numbers
Lots of materials available that’s
connected to numbers and counting
Staff show how to use numbers and what they mean
26.5.3
Stuens materialer og indretning kan forbindes med mangfoldighed (race, kultur, alder, færdighed, køn) 26.7.1-2
Mangfoldighed og diversitet er en del af læringsaktiviteterne og personalet har dialoger med børnene om det
Diversity
Diversity is always a part of activities (different race, sex, culture, age etc.) Diversity is part of the learning activities and dialogues with the children
Diversity is part of activities and dialogues (different race, sex, culture, age etc.)
27.5.1-3 Technology Staff use electronic
media (ex iPad)
47 Materialerne anvendes
til problemløsning i afgrænset tid og personalet er aktivt involverede
27.7.1-2
Opmuntrer til kreativitet eller aktivitet (fx dans) eller anvendes til at søge viden (fx internet eller video om natur)
Electronic media (ex iPad) is used in problem solving and to seek information (internet, videos) Staff use electronic media (ex iPad) together with the children and
encourage to creative use
(paint, photo, music)
together with the children and encourage to creative use (paint, photo, music)
28.5.1-3
Der gives vejledning til aktiviteter, positiv opmuntring og
opmærksomhed på og anerkendelse af den grovmotoriske aktivitet 28.7.1-2
Personalet tager initiativer, og hjælper børnene med at udvikle nye færdigheder og strategier
28-32; Interaction
Gross motor Staff supervise and monitor gross motor activities, encourage the children to
participate (show how to do)
Staff take initiatives to gross motor activities and play
29.5.1,2
Der tages afsæt i nærmeste
udviklingszone og materialer kan frit benyttes
29.7.2
Det meste individuelle formidling sker mens børnene leger og uden at legen afbrydes
Individual learning
Staff conduct activities that matches every child’s individual development Staff participate in play and stimulate learning
Staff conduct activities that matches every child’s individual development
30.5.2-3
Der hersker en god og afslappet atmosfære med god fysisk kontakt 30.7.1-3
Alle interaktioner er positive og respektfulde Personalet er sensitivt og guidende
Staff-child interaction
A warm atmosphere with adequate physical contact All interactions are positive
Staff show respect for every child and is very sensitive and guiding
31.5.2 Child-child interaction Staff points out
positive social