Literaturnachweis - Detailanzeige
| Autor/inn/en | Brinkman, Sally Anne; Hasan, Amer; Jung, Haeil; Kinnell, Angela; Nakajima, Nozomi; Pradhan, Menno |
|---|---|
| Titel | The Role of Preschool Quality in Promoting Child Development: Evidence from Rural Indonesia |
| Quelle | In: European Early Childhood Education Research Journal, 25 (2017) 4, S.483-505 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1350-293X |
| DOI | 10.1080/1350293X.2017.1331062 |
| Schlagwörter | Role; Educational Quality; Child Development; Error of Measurement; Foreign Countries; Correlation; Preschool Education; Rating Scales; Rural Areas; Predictor Variables; National Standards; Classroom Observation Techniques; Teacher Characteristics; Kindergarten; Teacher Student Ratio; Institutional Characteristics; Statistical Analysis; Indonesia; Early Childhood Environment Rating Scale |
| Abstract | This article examines the relationship between preschool quality and children's early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R); (2) teacher characteristics; and (3) structural characteristics of preschools. Children's development was measured using the Early Development Instrument (EDI). The article proposes two methodological improvements to preschool quality studies. First, an instrumental variable approach is used to correct for measurement error. Second, ECERS-R is adjusted to the local context by contrasting items with Indonesia's national preschool standards. Results show that observed classroom quality is a significant and meaningful positive predictor of children's development once models correct for measurement error and apply a locally-adapted measure of classroom quality. In contrast, teacher characteristics and structural characteristics are not significant predictors of child development, while holding observed classroom quality constant. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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