Differences in Childcare Quality -- A Matter of Personality Traits, Socialization Goals and Pre-Service Curriculum?

Autor/inn/en	Eckhardt, Andrea G.; Egert, Franziska
Titel	Differences in Childcare Quality -- A Matter of Personality Traits, Socialization Goals and Pre-Service Curriculum?
Quelle	In: Early Child Development and Care, 188 (2018) 12, S.1724-1735 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1278372
Schlagwörter	Foreign Countries; Child Care; Early Childhood Education; Educational Quality; Teacher Characteristics; Personality Traits; Goal Orientation; Social Development; Socialization; Interaction; Geographic Regions; Preservice Teacher Education; Teacher Education Curriculum; Institutional Characteristics; Preschool Teachers; Germany; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Ausland; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Zielorientierung; Zielvorstellung; Soziale Entwicklung; Socialisation; Sozialisation; Interaktion; Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Deutschland
Abstract	International findings indicate only moderate childcare quality and results revealed significant differences between regions. So far, this difference cannot be explained by structural characteristics. Based on the National Study on Education, Learning and Upbringing in Early Childhood (NUBBEK) sample of 215 lead teachers, the influence of personality traits (Big Five) and socialization goals of childcare teachers on classroom quality (Early Childhood Environment Rating Scale) and teacher-child interaction (Caregiver Interaction Scale) was investigated. First, significant differences in childcare quality were found between East and West Germany regarding classroom and interaction quality. Second, hierarchical linear regression analyses revealed differential effects in quality by region. Besides structural characteristics, personality traits and socialization goals provided additional information to understand variations in childcare quality. Further, type of pre-service education curriculum played an important role in predicting childcare quality. The analysis revealed substantial differences which can be attributed to pre-service education. Findings are discussed with respect to models of pre-service and in-service educational approaches in early childcare. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01