Measuring Danish Preschool Quality

Research output: Chapter in Book/Report/Conference proceedingContribution to book/anthologyResearchpeer-review


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).
Translated title of the contributionKvalitetsmåling i dagtilbud i Danmark
Original languageEnglish
Title of host publicationQuality Improvement in Early Childhood Education : International Perspectives on Enhancing Learning Outcomes
EditorsSusanne Garvis, Hillevi Lenz Taguchi
Number of pages23
PublisherPalgrave Macmillan
Publication date2 Sept 2021
ISBN (Print)978-3-030-73181-6
ISBN (Electronic)978-3-030-73182-3
Publication statusPublished - 2 Sept 2021


  • education, professions and jobs
  • ECERS-3
  • Quantitative measurements
  • quality improvement
  • quality in preschool
  • children and youth
  • evaluation
  • interaction
  • learning environments
  • preschool


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