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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 0000-0001-7556-6162), Gregoriadis, Athanasios (ORCID 0000-0002-3026-6614), Tsigilis, Nikolaos, Zachopoulou, Evridiki
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
FullText Text:
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  Data: Evaluating Quality in Early Childhood Education in Relation with Children Outcomes in Greek Context
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  Data: <searchLink fieldCode="AR" term="%22Grammatikopoulos%2C+Vasilis%22">Grammatikopoulos, Vasilis</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7556-6162">0000-0001-7556-6162</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gregoriadis%2C+Athanasios%22">Gregoriadis, Athanasios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3026-6614">0000-0002-3026-6614</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tsigilis%2C+Nikolaos%22">Tsigilis, Nikolaos</searchLink><br /><searchLink fieldCode="AR" term="%22Zachopoulou%2C+Evridiki%22">Zachopoulou, Evridiki</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2018 188(12):1814-1823.
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  Data: 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
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  Data: Y
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  Data: 10
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
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  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Early+Childhood+Environment+Rating+Scale%22">Early Childhood Environment Rating Scale</searchLink>
– Name: DOI
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  Data: 10.1080/03004430.2017.1289192
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  Data: 0300-4430
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: As Provided
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  Data: 2018
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  Data: EJ1193921
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1193921
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      – Text: English
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Greece
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