Structural and Process Quality of Danish Preschools: Direct and Indirect Associations with Children's Growth in Language and Preliteracy Skills

Autor/inn/en	Slot, Pauline Louise; Bleses, Dorthe; Justice, Laura M.; Markussen-Brown, Justin; Højen, Anders
Titel	Structural and Process Quality of Danish Preschools: Direct and Indirect Associations with Children's Growth in Language and Preliteracy Skills
Quelle	In: Early Education and Development, 29 (2018) 4, S.581-602 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1452494
Schlagwörter	Educational Quality; Preschool Education; Teacher Student Relationship; Correlation; Language Acquisition; Literacy; Foreign Countries; Child Care Centers; Observation; Child Development; Classroom Environment; Teacher Characteristics; Intervention; Randomized Controlled Trials; Denmark + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Pre-school education; Vorschulerziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Beobachtung; Kindesentwicklung; Klassenklima; Unterrichtsklima; Dänemark
Abstract	Structural quality in childcare centers is considered a precondition for process quality, which in turn is related to children's outcomes. However, the evidence on relations between structural and process quality is mixed. Moreover, despite strong theoretical claims, empirical evidence supporting the indirect relation of structural features through process quality on child outcomes is scarce. The current study contributes to the knowledge by (a) investigating the direct relations of structural teacher and classroom features with growth in children's language and preliteracy skills in a sample of more than 3,000 children, (b) studying the associations of process quality with children's outcomes using the widely used Classroom Assessment Scoring System Pre-K observational measure among more than 400 teachers, and (c) testing indirect effects of structural quality through process quality on growth in children's skills. Process quality was generally directly positively associated with gains in children's language and preliteracy skills, whereas structural quality showed few direct relations. In addition, the average level of children's initial language and preliteracy skills were positively related to gains, as was classrooms' proportion of non-Danish children (indirectly through process quality). The results illustrate the complexities of relations between structural and process quality and children's outcomes and warrant further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01