Evaluating Quality in Early Childhood Education in Relation with Children Outcomes in Greek Context
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| Title: | Evaluating Quality in Early Childhood Education in Relation with Children Outcomes in Greek Context |
|---|---|
| Language: | English |
| Authors: | Grammatikopoulos, Vasilis (ORCID |
| Source: | Early Child Development and Care. 2018 188(12):1814-1823. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Outcomes of Education, Early Childhood Education, Educational Quality, Foreign Countries, Rating Scales, Preschool Children, Child Development, Cognitive Development, Mathematics Skills |
| Geographic Terms: | Greece |
| Assessment and Survey Identifiers: | Early Childhood Environment Rating Scale |
| DOI: | 10.1080/03004430.2017.1289192 |
| ISSN: | 0300-4430 |
| Abstract: | The aim of the current study was to evaluate the relation of early childhood education global quality with children outcomes in the Greek early childhood education settings. Quality was assessed by the Early Childhood Environment Rating Scale-Revised (ECERS-R), whereas the Utrecht Early Math Competence Scale and Concepts About Print Scale were used to measure child outcomes. The sample of the current study was 51 Greek early childhood classrooms and 402 children (202 boys and 200 girls) attending these classrooms. Results indicated that quality, measured by the ECERS-R, is significantly related to children outcomes, such as early mathematical skills and knowledge about print. The global quality measured by the ECERS-R is related to child outcomes; however, more studies will be needed to fully investigate the role of global quality in facilitating children's cognitive development. Implications of the study's results at national and international levels were also discussed. |
| Abstractor: | As Provided |
| Number of References: | 56 |
| Entry Date: | 2018 |
| Accession Number: | EJ1193921 |
| Database: | ERIC |
| Abstract: | The aim of the current study was to evaluate the relation of early childhood education global quality with children outcomes in the Greek early childhood education settings. Quality was assessed by the Early Childhood Environment Rating Scale-Revised (ECERS-R), whereas the Utrecht Early Math Competence Scale and Concepts About Print Scale were used to measure child outcomes. The sample of the current study was 51 Greek early childhood classrooms and 402 children (202 boys and 200 girls) attending these classrooms. Results indicated that quality, measured by the ECERS-R, is significantly related to children outcomes, such as early mathematical skills and knowledge about print. The global quality measured by the ECERS-R is related to child outcomes; however, more studies will be needed to fully investigate the role of global quality in facilitating children's cognitive development. Implications of the study's results at national and international levels were also discussed. |
|---|---|
| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2017.1289192 |
