Does Quality Make a Difference in the Preschool Experience in Bahrain?

Autor/inn/en	Hadeed, Julie; Sylva, Kathy
Titel	Does Quality Make a Difference in the Preschool Experience in Bahrain?
Quelle	(1995), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Curriculum Evaluation; Day Care Centers; Educational Environment; Educational Quality; Foreign Countries; Preschool Children; Preschool Curriculum; Preschool Education; Preschool Evaluation; Bahrain; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Day care centres; Hort; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This study sought to compare educationally-oriented preschools and care-oriented preschools in Bahrain. Children's progress was compared in an effort to measure the relative quality of the preschools. Twelve preschools were assessed through observations of child and staff behaviors utilizing the Early Childhood Environmental Rating Scale (ECERS). The ECERS preschool assessment categories include: (1) personal care routines; (2) furnishings and display; (3) language-reasoning experience; (4) fine and gross motor activities; (5) creative activities; (6) social development; and (7) adult needs. The results showed higher scores in all seven categories for children in educationally-oriented preschools than for children in care-oriented preschools. Compared to children in care-oriented preschools, for children who attended educationally-oriented preschools, there were a greater quantity and variety of materials in the preschool, more adult involvement and dialogue, more space to explore and experiment, more free play time, more creative activities, and better working conditions for teachers. The results showed less favorable conditions for early learning in the care-oriented preschools than in the educationally-oriented preschools. The research supports the evidence associating quality indices in child care environments with benefits for early learning. Contains 56 references. (Author/SD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC