Sound Foundations: A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children under Three. Implications for Policy and Practice

Autor/inn/en	Mathers, Sandra; Eisenstadt, Naomi; Sylva, Kathy; Soukakou, Elena; Ereky-Stevens, Katharina
Institution	University of Oxford (United Kingdom); Sutton Trust (England)
Titel	Sound Foundations: A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children under Three. Implications for Policy and Practice
Quelle	(2014), (68 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literature Reviews; Educational Quality; Early Childhood Education; Disadvantaged Youth; Young Children; Preschool Education; Interaction; Interpersonal Relationship; Play; Learning Activities; Communication Skills; Language Skills; Physical Activity Level; Teacher Competencies; Teacher Persistence; Educational Environment; Family Involvement; Teacher Student Ratio; Age Differences; Child Caregivers; Teaching Methods; Educational Policy; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Frühe Kindheit; Pre-school education; Vorschulerziehung; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Spiel; Lernaktivität; Kommunikationsstil; Language skill; Sprachkompetenz; Lehrkunst; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrer-Schüler-Relation; Age; Difference; Age difference; Altersunterschied; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Ausland; Großbritannien
Abstract	This report provides a literature review of the evidence on the quality of early childhood education and care for children under three. It considers the implications for policy and practice, particularly for the Government's programme of free early years provision for disadvantaged two year-olds. The review of the research evidence identified four key dimensions of good quality pedagogy for all children under three: (1) Stable relationships and interactions with sensitive and responsive adults; (2) A focus on play-based activities and routines which allow children to take the lead in their own learning; (3) Support for communication and language; and (4) Opportunities to move and be physically active. In order to deliver high quality pedagogy, practitioners need to be skilled and knowledgeable and to work within environments which support them in their practice. The review of the research evidence suggests five "key conditions" for quality: (1) Knowledgeable and capable practitioners, supported by strong leaders; (2) A stable staff team with a low turnover; (3) Effective staff deployment (e.g. favorable ratios, staff continuity); (4) Secure yet stimulating physical environments; and (5) Engaged and involved families. (ERIC).
Anmerkungen	Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01