As research shows there are large local differences in the quality of day care facilities in Denmark (Nordahl et al, 2012; Hansen et al, 2016; Næsby, Pedersen & Skytte, 2017). Also it seems that we in general have little knowledge of whether the desired politically determined targets are being met or not and what the quality is really like nation-wide. During 2017 we have conducted a pilot-project in order to measure the quality of preschool in Denmark and to test the use of ECERS-3 in our national context. Data were collected through observations in 65 preschools (children aged 3-6) in 3 municipalities. The conceptual frame of the project is based on bio-eco-systems theory (Bronfenbrenner & Morris, 2006; Viernickel et al, 2012; Tietze, 2016). In total this includes quality of orientation, structure, process (measured with ECERS-3) and family and network – with a specific view on children with special needs/ disadvantaged children. The preliminary findings show, that when we use stop-score procedure the Danish preschools score highest on Interactions and Programme Structure, lower on language and literacy and lowest on the subscales Learning Activities, Personal Care Routines, and Space and Furnishings. When we use stopgo procedure as to create a better outset for development projects in the pedagogical practice the scores are higher but not excellent. The presentation will outline the findings; compare the findings with recent research as well as discuss implications of using the ECERS-3 in a Danish national context that is, mapping ECERS-3 to the new Act on Day Care Facilities (In progress) in order to study the likely alignment and to be able to outline the need for some adjustments of the scale, based on empirical data.
|Publikationsdato||10 mar. 2018|
|Status||Udgivet - 10 mar. 2018|
|Begivenhed||Nera 2018 - Oslo, Norge|
Varighed: 8 mar. 2018 → 9 mar. 2018
|Periode||08/03/18 → 09/03/18|
- Børn og unge