Investigating quality indicators of early childhood education programs in Kosovo, Ukraine and Finland
von Suchodoletz, A., Larsen, R., Uka, F., Nadyukova, I., Pakarinen, E., & Lerkkanen, M.-K. (2022). Investigating quality indicators of early childhood education programs in Kosovo, Ukraine and Finland. International Journal of Early Years Education, 30(2), 290-306. https://doi.org/10.1080/09669760.2020.1848527
Julkaistu sarjassa
International Journal of Early Years EducationTekijät
Päivämäärä
2022Tekijänoikeudet
© 2020 Informa UK Limited, trading as Taylor & Francis Group
The existing literature on early childhood education (ECE) quality is predominantly from the US or other developed countries. In low-and-middle-income countries (LMICs), systematic research on ECE quality, however, is very limited. In the present study, we explore variation in structural and process indicators of ECE quality in two Eastern European LMICs, Kosovo and Ukraine, using the Classroom Assessment Scoring System Pre-K (CLASS) as a measure of process quality for the first time in these countries. We also include Finland because governments in Kosovo and Ukraine show a particular interest in the Finnish education model to inform policy reforms. Participants were kindergarten teachers (n=177) from these three countries who were observed in their classrooms and asked to complete questionnaires. Results indicated variability in ECE quality at various levels, both within and across the three countries. Directions for future research and implications for practice and policy development in LMICs are discussed.
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Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
0966-9760Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/47128041
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen AkatemiaRahoitusohjelmat(t)
Profilointi, SALisätietoja rahoituksesta
The data collection in Kosovo and Ukraine was supported by New York University Abu Dhabi Faculty Research Funds to Antje von Suchodoletz. The Finnish part of this work was supported by the Academy of Finland under grant number 292466 for 2015–2019; by the Ella ja Georg Ehrnroothin Säätiö and Georg Ehrnrooth Foundation; and by the University of Jyväskylä, Department of Teacher Education.Lisenssi
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