Measuring Danish Preschool Quality

Torben Næsby

doi:10.1007/978-3-030-73182-3

Measuring Danish Preschool Quality

Bidragets oversatte titel: Kvalitetsmåling i dagtilbud i Danmark

Torben Næsby

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

Abstract

This book explores international perspectives on quality improvement within the field of early childhood education and care. Many countries and governments are focusing on preschool quality as a way to improve entrenched inequalities and reduce social disadvantage and segregation: this book draws together various global case studies to showcase how different countries tackle aspects of quality improvement. The concept of quality is understood in different ways both culturally and contextually, and the implementation of measures to improve quality will differ from country to country. The book draws together case studies from numerous contexts to showcase various ways of working with aspects of quality improvement. Sharing important insights into policy and practice, this book guides a shared understanding of the complex nature of quality improvement within early childhood education and care.
The current chapter (3) provides an overview of recent national studies on quality in preschool in Denmark and present the findings from a current study aiming to assess quality within a national sample using the Early Childhood Environment Rating Scale, Version 3

Bidragets oversatte titel	Kvalitetsmåling i dagtilbud i Danmark
Originalsprog	Engelsk
Titel	Quality Improvement in Early Childhood Education : International Perspectives on Enhancing Learning Outcomes
Redaktører	Susanne Garvis, Hillevi Lenz Taguchi
Antal sider	23
Forlag	Palgrave Macmillan
Publikationsdato	2 sep. 2021
Sider	45-68
Kapitel	3
ISBN (Trykt)	978-3-030-73181-6
ISBN (Elektronisk)	978-3-030-73182-3
DOI	https://doi.org/10.1007/978-3-030-73182-3
Status	Udgivet - 2 sep. 2021

Emneord

Uddannelse, professioner og erhverv
ECERS-3
Implementering
Kvalitet i dagtilbud
Kvalitetsmåling
Børn og unge
Kommunale børnehaver
Læring
Læringsmiljøvurdering

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10.1007/978-3-030-73182-3Licens: Andet

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1 Abstrakt
1 Paper/skriftligt oplæg
1 Tidsskriftsartikel

Indretning til leg og læring i et inklusionsperspektiv
Næsby, T. & Sperling, L., 7 mar. 2025, I: UCN Perspektiv. 16, s. 80-91 12 s.
Publikation: Bidrag til tidsskrift › Tidsskriftsartikel › Formidling

Åben adgang
Inclusion, professional care, and children’s belonging in Danish ECEC settings
Bidragets oversatte titel: Inklusion i børnefælleskaberNæsby, T., Østergaard, J. S. & Eskildsen, M. T., 6 maj 2024, s. 17-18. 2 s.
Publikation: Konferencebidrag uden forlag/tidsskrift › Abstrakt › Forskning › peer review

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Fil
Datainformeret praksisudvikling og udvikling af evalueringskultur
Næsby, T., 2020, Den styrkede pædagogiske læreplan: Grundbog til dagtilbudspædagogik. Næsby, T. & Holst Mortensen, T. (red.). 2 udg. Dafolo, s. 177-196 20 s. (Den professionelle pædagog).
Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Undervisning
Quality evaluations with Environment Rating Scales-3 in Denmark
Bidragets oversatte titel: Kvalitetsvurdering i Danmark med ERSNæsby, T., Bonke, N., Medom, C. & Miller, T., 16 maj 2019. 1 s.
Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning › peer review

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Kvalitet i dagtilbud, version 2
Næsby, T. (Projektleder), Gro-Nielsen, B. (Projektdeltager), Pedersen, B. S. (Projektdeltager), Agerbæk, E. (Projektdeltager), Nielsen, S. M. R. (Projektdeltager), Østergaard, J. S. (Projektdeltager), Lundgreen, S. E. (Projektdeltager), Holm, H. (Projektleder), Nielsen, M. M. (Projektdeltager), Hvolby, A. (Projektdeltager), Krohn, H. B. (Projektdeltager) & Drevsholt, K. M. (Projektdeltager)
01/01/20 → 29/12/23
Projekter: Projekt › Forskning
Undersøgelse af kvalitet i dagtilbud
Næsby, T. (Projektleder), Krohn, H. B. (Projektdeltager), Medom, C. (Projektdeltager), Drevsholt, K. M. (Projektdeltager), Skytte, K. B. (Projektdeltager), Pedersen, B. S. (Projektdeltager), Agerbæk, E. (Projektdeltager), Poulsen, L.-L. (Projektdeltager), Holm, H. (Projektdeltager), Hansen, T. (Projektdeltager), Hvolby, A. (Projektdeltager), Christiansen, K. (Projektdeltager), Holand, D. A. (Projektdeltager), Børgesen, M. (Projektdeltager), Kondrup Hardahl, L. (Projektdeltager), Miller, T. (Projektleder) & Lundgreen, S. E. (Projektdeltager)
31/03/19 → 31/05/20
Projekter: Projekt › Forskning

ECERS International Network Meeting 2026
Næsby, T. (Arrangør), Eskildsen, M. T. (Deltager), Taggart, B. (Arrangør), Sylva, K. (Arrangør), Clifford, R. (Arrangør), Bjørnestad, E. (Arrangør) & Yazejian, N. M. (Arrangør)
19 maj 2026 → 22 maj 2026
Aktivitet: Deltagelse i eller arrangement af en begivenhed - typer › Konference

Fil
ECERS International Network Meeting 2025
Næsby, T. (Arrangør), Eskildsen, M. T. (Deltager), Taggart, B. (Arrangør), Sylva, K. (Deltager) & Clifford, R. (Arrangør)
25 maj 2025 → 29 maj 2025
Aktivitet: Deltagelse i eller arrangement af en begivenhed - typer › Konference

Fil
ECERS International Network Meeting 2024
Næsby, T. (Arrangør), Østergaard, J. S. (Deltager) & Eskildsen, M. T. (Deltager)
6 maj 2024 → 9 maj 2025
Aktivitet: Deltagelse i eller arrangement af en begivenhed - typer › Konference

Fil

Citationsformater

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abstract = "In Denmark, 98\% of children aged 3–6 years are enrolled in a preschool (Danish Statistical Office, 2019). (The term “preschool” is used for facilities targeting children aged 3–6 throughout the chapter. In Denmark, day-care facilities cover day-care (1–3 years) [dagpleje], nursery (1–3 years) [vuggestue] and preschools 3–6 years [b{\o}rnehave].) This is a strong starting point for ensuring that all children have good and equal development opportunities. However, national guidelines—or even a less formalized consensus—on how professional and financial resources are allocated to preschools are lacking. Rather, resource allocation is decided by local authorities, through, for example, the staff-child ratio, which implies variation in allocated competences and resources. This could potentially cause a variation in preschool quality between Danish municipalities. Despite this, only little research has been undertaken to understand this variation or even to investigate preschool quality in any detail. This chapter provides an overview of recent national studies on preschool quality in Denmark and presents the findings from an ongoing study aiming to assess quality based on a national sample using the Early Childhood Environment Rating Scale, Version 3 (Harms, Clifford, and Cryer, Early Childhood Environment Rating Scale, Third Edition (ECERS-3). New York: Teachers College Press, 2015).",

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N2 - In Denmark, 98% of children aged 3–6 years are enrolled in a preschool (Danish Statistical Office, 2019). (The term “preschool” is used for facilities targeting children aged 3–6 throughout the chapter. In Denmark, day-care facilities cover day-care (1–3 years) [dagpleje], nursery (1–3 years) [vuggestue] and preschools 3–6 years [børnehave].) This is a strong starting point for ensuring that all children have good and equal development opportunities. However, national guidelines—or even a less formalized consensus—on how professional and financial resources are allocated to preschools are lacking. Rather, resource allocation is decided by local authorities, through, for example, the staff-child ratio, which implies variation in allocated competences and resources. This could potentially cause a variation in preschool quality between Danish municipalities. Despite this, only little research has been undertaken to understand this variation or even to investigate preschool quality in any detail. This chapter provides an overview of recent national studies on preschool quality in Denmark and presents the findings from an ongoing study aiming to assess quality based on a national sample using the Early Childhood Environment Rating Scale, Version 3 (Harms, Clifford, and Cryer, Early Childhood Environment Rating Scale, Third Edition (ECERS-3). New York: Teachers College Press, 2015).

AB - In Denmark, 98% of children aged 3–6 years are enrolled in a preschool (Danish Statistical Office, 2019). (The term “preschool” is used for facilities targeting children aged 3–6 throughout the chapter. In Denmark, day-care facilities cover day-care (1–3 years) [dagpleje], nursery (1–3 years) [vuggestue] and preschools 3–6 years [børnehave].) This is a strong starting point for ensuring that all children have good and equal development opportunities. However, national guidelines—or even a less formalized consensus—on how professional and financial resources are allocated to preschools are lacking. Rather, resource allocation is decided by local authorities, through, for example, the staff-child ratio, which implies variation in allocated competences and resources. This could potentially cause a variation in preschool quality between Danish municipalities. Despite this, only little research has been undertaken to understand this variation or even to investigate preschool quality in any detail. This chapter provides an overview of recent national studies on preschool quality in Denmark and presents the findings from an ongoing study aiming to assess quality based on a national sample using the Early Childhood Environment Rating Scale, Version 3 (Harms, Clifford, and Cryer, Early Childhood Environment Rating Scale, Third Edition (ECERS-3). New York: Teachers College Press, 2015).

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Measuring Danish Preschool Quality

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