Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

Autor/inn/en	Salminen, Jenni; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Pakarinen, Eija; Siekkinen, Martti; Hannikainen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena
Titel	Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland
Quelle	In: Early Education and Development, 23 (2012) 5, S.654-677 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2011.574267
Schlagwörter	Foreign Countries; Early Childhood Education; Kindergarten; Classroom Observation Techniques; Classrooms; Teacher Student Relationship; Teacher Student Ratio; Teaching Methods; Preschool Teachers; Interrater Reliability; Literacy; Evaluation; Teacher Characteristics; Finland + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Classroom; Klassenraum; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrer-Schüler-Relation; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interrater-Reliabilität; Alphabetisierung; Schreib- und Lesefähigkeit; Evaluierung; Finnland
Abstract	Research Findings: The aim of the present study was to examine classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted in 49 Finnish kindergarten classrooms utilizing the Classroom Assessment Scoring System (R. C. Pianta, K. M. LaParo, & B. K. Hamre, 2008). In addition, questionnaire data on classroom and teacher characteristics, as well as Early Childhood Classroom Observation Measure (D. Stipek & P. Byler, 2004) observational ratings, were used in the analyses. Latent profiling analysis was utilized to identify different profiles of classroom quality. Four latent profiles of classroom quality were identified that differed from one another most clearly in the domain of Emotional Support. Profile 1 represented a generally high level and Profile 4 a generally low level of classroom quality compared to the other profiles, whereas the medium-quality Profiles 2 and 3 showed varying levels of support in the assessed dimensions of quality. Only a few differences emerged among the profiles in classroom and teacher characteristics: The teachers in Profile 4 provided the least literacy instruction and had the least amount of work experience of all of the teachers. The findings using the Early Childhood Classroom Observation Measure indicated that child-centered practices were predominant among the profiles of higher classroom quality. Practice or Policy: The results of this study can be used to recognize kindergarten teachers' professional strengths and weaknesses and to support teachers' professional development with the aid of pedagogical interventions. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10