Measuring Quality

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Abstract

The Danish Day Care Facilities Act (2015), which provides the curriculum on which day care education is based, does not stipulate very clearly what children should learn and therefore how educational processes in preschools should be organised. This means that we must accept that there are large local differences in the quality of day care facilities in Denmark (Nordahl et al, 2012; Hansen et al, 2016) and also that we in fact have little knowledge of whether the desired politically determined targets are being met or not and what the quality is really like. In order to measure the quality of preschool in Denmark a new research project using the ECERS 3 instrument has been launched. This could capture quality from a global quality standard’s perspective, building the basis for a further investigation of practice in Danish early childhood provisions and centers in a more narrow approach. The presentation will describe the conceptual frame (Bronfenbrenner & Morris, 2006; Tietze, 2016) and outline some of the findings from the preliminary observations in 30 preschools in the municipality of Frederikshavn, as well as discuss implications in using the ECERS 3 in a Danish national context.
Translated title of the contributionKvalitetsmåling
Original languageEnglish
Publication date2017
Number of pages1
Publication statusPublished - 2017
EventNordic Educational Research Association 45th Congress: - Learning and education – material conditions and consequences - Aalborg Universitet, København, København, Denmark
Duration: 23 Mar 201725 Mar 2017
Conference number: 45.
http://nera2017.org/

Conference

ConferenceNordic Educational Research Association 45th Congress
Number45.
LocationAalborg Universitet, København
Country/TerritoryDenmark
CityKøbenhavn
Period23/03/1725/03/17
Internet address

Keywords

  • preschools
  • ECERS-3
  • Quality

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