A1 Journal article (refereed)
Process Quality in Toddler Classrooms in Four European Countries (2023)


Cadima, J., Aguiar, C., Guedes, C., Wysłowska, O., Salminen, J., Slot, P., Barata, M. C., & Lerkkanen, M.-K. (2023). Process Quality in Toddler Classrooms in Four European Countries. Early Education and Development, 34(7), 1565-1589. https://doi.org/10.1080/10409289.2022.2139548


JYU authors or editors


Publication details

All authors or editors: Cadima, Joana; Aguiar, Cecília; Guedes, Carolina; Wysłowska, Olga; Salminen, Jenni; Slot, Pauline; Barata, M. Clara; Lerkkanen, Marja-Kristiina

Journal or series: Early Education and Development

ISSN: 1040-9289

eISSN: 1556-6935

Publication year: 2023

Publication date: 30/10/2022

Volume: 34

Issue number: 7

Pages range: 1565-1589

Publisher: Routledge

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1080/10409289.2022.2139548

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/86290


Abstract

Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children’s engagement with materials, explained differences in teacher-child interaction quality across activities. Participants were 129 toddler classrooms and their lead teachers, specifically, 28 in the Netherlands, 40 in Finland, 31 in Portugal, and 30 in Poland. Process quality was measured with the CLASS Toddler (La Paro et al., 2012) and the Activity Setting Measure was used to characterize adult levels of involvement, group organization, and children’s engagement with materials. Findings indicated that there were important variations across activities in all countries. Positive associations were found between higher levels of adult facilitation and both Emotional and Educational Support. Other activity settings partially explained differences across activities in interaction quality, although patterns varied by country.
Practice or Policy: CLASS scores were conditional on the content and format of the activities. Greater attention to activity types and settings may be a means to increase the precision of quality assessment.


Keywords: interaction; quality; adults; action; teachers; learning


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 1


Last updated on 2024-30-04 at 17:35