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... Travers, Glantz and Coelen, 1979) Children (NAEYC) guidelines on group sizes and staff:child ratios (see Table 7.1). In relation to staff qualifications, the review cited the same NDCS study as supporting the view that training was linked to more social interaction between adults and children, more co-operation and task persistence among children, and less time spent by children uninvolved in activities (Ruopp, Travers, Glantz and Coelen, 1979). ...
Context 2
... had an impact on the number and type of duties that teachers and nursery assistants were required to undertake which, in turn, influenced the amount of time that qualified staff spent with children. Table 7 provides a summary of the auxiliary staff employed in the nurseries visited during phase 1 of the project. Guidance given in the Children Act 1989 specifies that adequate support staff should be employed by full day care facilities, and the ratio of 1:8 for sessional care is based on the assumption that staff will be in direct contact with the children for the whole session. ...
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Citations
... Die internationale Datenlage ist auch deshalb als sehr gut zu bewerten, weil systematische Reviews (u.a. Falenchuk et al., 2017;Eurofund, 2015;Munton et al., 2002;Slot, 2018), Sekundärdatenanalysen (Slot et al., 2015) und Meta-Analysen (Early et al., 2007;Egert, 2015;Fukking & Lont, 2007) vorgenommen wurden, die die Ergebnisse verfügbarer Studien integrierend betrachten und zu übergeordneten Schätzern für die Größe und Stabilität von Effekten gelangen. ...
... In Gruppen mit Kindern im Kindergartenalter gingen in verschiedenen Studien Relationen von schlechter als 1:9 bis 1:7 mit einer dramatisch absinkenden pädagogischen Prozess-bzw. Interaktionsqualität (Howes et al., 1992;Munton et al., 2002) und negativ verändertem Spielverhalten der Kinder einher (Russell, 1990) 14 . ...
... Für den Einfluss der Gruppengröße auf die pädagogische Prozessqualität liegen gemischte Befunde vor (zusammenfassend Munton et al., 2002;Vermeer et al., 2016). Jedoch konnten in einigen, meist älteren Studien Zusammenhänge identifi ziert werden. ...
Das vorliegende Gutachten von Prof. Dr. Susanne Viernickel und Victoria Jankowicz soll in dieser Diskussion über Qualität und Qualitätsentwicklung von Kindertageseinrichtungen mit wissenschaftlichen Empfehlungen unterstützen und anregen, weiter zu denken.
Herausgearbeitet wird, welche Wirkungszusammenhänge zwischen den einzelnen Qualitätsdimensionen bestehen. Hierfür wurde erstmals für das Gutachten das struktural-prozessuale Qualitätsmodell um den Aspekt der "salutogenetischen Qualität erweitert." Außerdem wird aufgezeigt, welche ganz praktischen Stellschrauben es für uns als bildungspolitische Akteur*innen überhaupt gibt. Deutlich wird weiterhin, wo Nachholbedarfe bestehen und wo es noch mehr Informationen braucht.
... The ECEC "Workforce" qualifications, skills, competences and working conditions have to allow them to successfully deal with a multilingual environment. Furthermore, research evidence is consistent with the view that the staff: child ratio can have a significant impact on the quality of care that children receive (Munton, T., Mooney, A., Moss, P., Petrie, P., Clark, A., Woolner, J., et al., 2002). In this regard, research findings indicate that higher staff ratios (more staff per group of children) are more likely to facilitate positive and responsive interactions among adult and children -both on an individual and a group basis. ...
Access to education and improving the quality in Early Childhood Education and Care is a fundamental
right of children and an important political priority of the European Union and the OECD in recent
decades. Furthermore, the debate on equality of educational opportunities remains relevant in a
socio-economic context of cultural pluralism and in times of limited financial resources. Attendance
in preschool education strengthens the identity of children in a multicultural environment. Survey
data suggest that investments in small population groups are proving more effective for children,
families and societies. Widening access to preschool education can improve overall performance and
reduce socio-economic disparities between students, when the extension of accessibility does not put
the quality of benefits (OECD, 2011) at risk. This paper examines the policies in the ECEC institutions
on a European and a national level. The analysis is based on written documentation and practices.
Studies and resolutions of the Commission on this issue are taken into consideration, and preschool
education policies are analyzed on a national level. Our working hypothesis is the extent to which the
recent institutional modifications for Early Childhood Education and Care in Greece are related to the
context of quality that has been identified by the European Commission. The findings reveal
differences between the European Quality Framework and national policies (mainly with respect to
accessibility and funding) and underline the current challenges for improving the ECEC services on a
national level.
... De especial preocupación resulta el coeficiente técnico establecido por el RO para Primer y Segundo Nivel de Transición, donde es posible conformar grupos de hasta 45 niños por aula, sin obligación de contar con una técnico que asista a la educadora de párvulos (Ley de Subvenciones, 1998). Así, la regulación del coeficiente técnico en la educación parvularia chilena dista largamente de las recomendaciones internacionales (Barnett, Schulman y Shore, 2004;Munton et al., 2002) y posiciona a Chile como el país con el mayor coeficiente técnico (peor) de los países de la OECD (OECD, 2017). En resumen, la fragmentación institucional de la provisión de la educación parvularia en Chile se ha expresado en una heterogénea regulación de las instituciones proveedoras, derivando en discrepancias regulatorias y dispares condiciones institucionales para ofrecer una atención educativa de calidad. ...
En este capítulo realizamos un análisis crítico de la fragmentada
institucionalidad de la educación parvularia históricamente existente
en Chile, mostrando las limitaciones que ella ha implicado respecto
de la calidad de la atención educativa. Mediante la adopción de una
perspectiva sistémica, planteamos que el establecimiento de la reciente
institucionalidad establecida para este nivel educacional constituye
un avance sustancial en favor de la calidad, al sentar las bases para
conformar, por primera vez en sus más de cien años, un sistema de
educación parvularia en el país.
... There is strong evidence to suggest that better-educated staff are more likely to provide high-quality pedagogy and stimulating learning environments, which, in turn, foster children's development leading to better outcomes (Munton et al, 2002). However, the impact that the continuing professional development of staff has on the children in their care is less well understood. ...
... Evidence from literature studies conducted prior to this review suggested that staff wages are an important factor in the quality of provision (Huntsman, 2008). Although findings are not totally consistent, it is also suggested that lowering child-adult ratios and reducing group size have a small but significant impact on the quality of interactions between staff and children (Munton et al, 2002;Huntsman, 2008) which in turn influence children's developmental outcomes (Love et al, 2003). ...
... Whilst reviews have been conducted on research on the quality of ECEC and its relationship to child outcomes (Mitchell et al, 2008;Vandell and Wolfe, 2000), few have focused specifically on the impact of continuing professional development and staff working conditions (Huntsman, 2008;Munton et al 2002;Zaslow et al, 2010); fewer still have been systematic (Fukkink and Lont, 2007;Camilli et al, 2010). ...
This report reviews research evidence from all 28 EU Member States to identify how the training and development of ECEC workers can be tailored to improve the quality of the services available for children below primary-school age in EU Member States. Among other findings, it concludes that interventions in professional development that are integrated into existing practice – with a focus on reflection – can result in more effective practice and curricula.
... There is strong evidence to suggest that better-educated staff are more likely to provide high-quality pedagogy and stimulating learning environments, which, in turn, foster children's development leading to better outcomes (Munton et al, 2002). However, the impact that the continuing professional development of staff has on the children in their care is less well understood. ...
... Evidence from literature studies conducted prior to this review suggested that staff wages are an important factor in the quality of provision (Huntsman, 2008). Although findings are not totally consistent, it is also suggested that lowering child-adult ratios and reducing group size have a small but significant impact on the quality of interactions between staff and children (Munton et al, 2002;Huntsman, 2008) which in turn influence children's developmental outcomes (Love et al, 2003). ...
... Whilst reviews have been conducted on research on the quality of ECEC and its relationship to child outcomes (Mitchell et al, 2008;Vandell and Wolfe, 2000), few have focused specifically on the impact of continuing professional development and staff working conditions (Huntsman, 2008;Munton et al 2002;Zaslow et al, 2010); fewer still have been systematic (Fukkink and Lont, 2007;Camilli et al, 2010). ...
... working within a holistic framework that values and connects the concepts of 'care' and 'education' are seen as pivotal (European Commission, 2011;Eurydice, 2009;Penn, 2009;UNESCO, 2010). This consensus is grounded in international research evidence showing that better-educated staff are more likely to provide high-quality pedagogy and stimulating learning environments which, in turn, foster children's development leading to better learning outcomes (Munton et al., 2002), as also shown in the Nordic countries with long-term effects (Esping-Andersen, 2002;Havnes & Mogstad, 2015). ...
This article presents the findings of an analysis of the effects of CPD initiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers in designing effective ECEC policies in their countries, the study reviewed existing research evidence published on this topic not only in English, but also in all the languages currently in use in EU Member States. Therefore, it involved country experts from EU-28 Member States. The research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education and social sciences was adopted to review the evidence drawn from primary research studies cross-nationally. The study revealed that long-term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, proved to be effective not only in countries with a well-established system of ECEC provision and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on the active engagement of practitioners and on peer exchanges within a shared scientific framework, proved to be the most effective.
... working within a holistic framework that values and connects the concepts of 'care' and 'education' are seen as pivotal (European Commission, 2011;Eurydice, 2009;Penn, 2009;UNESCO, 2010). This consensus is grounded in international research evidence showing that better-educated staff are more likely to provide high-quality pedagogy and stimulating learning environments which, in turn, foster children's development leading to better learning outcomes (Munton et al., 2002), as also shown in the Nordic countries with long-term effects (Esping-Andersen, 2002;Havnes & Mogstad, 2015). ...
Starting from the assumption that CPD has a strong
impact on both the quality of ECEC and the experiences of parents and children, especially those from families living in
vulnerable situations, we want to provide new insights on the kinds of approaches to CPD that improve practice. We
aim to unravel some of the multi-levelled mechanisms that foster positive effects of ECEC. Continuous Professional
Development refers to all planned programmes of learning opportunities for staff members of ECEC services that complement,
update and consolidate the professional knowledge and competence of individuals and teams at different levels and in specific in-service training or lifelong learning initiatives related to ECEC (Jensen &
Iannone, 2015). Hence, CPD is not narrowed down to a technical discussion on skills, competencies, methods and
procedures, but is understood as an ongoing process that requires constant dialogue and negotiation with practitioners
in order to address their specific needs in their work context (Lazzari, Picchio, & Musatti, 2013). Indeed, research has
shown that isolated and short-term CPD initiatives had a limited impact on daily practices or on the development of
sustainable high quality ECEC (Fukkink & Lont, 2007; Peeters et al., 2016)
... Despite these challenges, comprehensive reviews conclude that workforce preparation has a direct impact on the ability of staff to provide sensitive, responsive, and stimulating care and education, which in turn enhances children's learning and development. Positive effects have been found for general educational qualifications, specialised pre-service training, inservice professional development following initial training and in-work supervision ( Dalli et al., 2011;Fukkink & Lont, 2007;Howes & Brown, 2000;Munton et al., 2002). While for pre-school children there is good evidence that graduate-led provision is important for quality and child outcomes, the evidence is less consistent for younger children. ...
... The ECEC "Workforce" qualifications, skills, competences and working conditions have to allow them to successfully deal with a multilingual environment. Furthermore, research evidence is consistent with the view that the staff: child ratio can have a significant impact on the quality of care that children receive (Munton, T., Mooney, A., Moss, P., Petrie, P., Clark, A., Woolner, J., et al., 2002). In this regard, research findings indicate that higher staff ratios (more staff per group of children) are more likely to facilitate positive and responsive interactions among adult and children -both on an individual and a group basis. ...
Access to education and improving the quality in Early Childhood Education and Care is a fundamental
right of children and an important political priority of the European Union and the OECD in recent
decades. Furthermore, the debate on equality of educational opportunities remains relevant in a
socio-economic context of cultural pluralism and in times of limited financial resources. Attendance
in preschool education strengthens the identity of children in a multicultural environment. Survey
data suggest that investments in small population groups are proving more effective for children,
families and societies. Widening access to preschool education can improve overall performance and
reduce socio-economic disparities between students, when the extension of accessibility does not put
the quality of benefits (OECD, 2011) at risk. This paper examines the policies in the ECEC institutions
on a European and a national level. The analysis is based on written documentation and practices.
Studies and resolutions of the Commission on this issue are taken into consideration, and preschool
education policies are analyzed on a national level. Our working hypothesis is the extent to which the
recent institutional modifications for Early Childhood Education and Care in Greece are related to the
context of quality that has been identified by the European Commission. The findings reveal
differences between the European Quality Framework and national policies (mainly with respect to
accessibility and funding) and underline the current challenges for improving the ECEC services on a
national level.
... The optimum recommended ratios for under twos in ECEC is relatively consistently stated as 1:3 (Dalli & Rockel, 2012; Expert Advisory Panel on Quality Early Childhood Education and Care, 2009); for two to three year-olds, recommendations 1:4 or 1:5, and for three to five year-olds, recommendations are between 1:10 and 1:17. Ideal group sizes for under two year-olds are recommended to be six to eight children, and for two to three year-olds, ten to 12; three year-olds, 14 to 18, and for four to five year-olds, 20 to 24 (Dalli & Rockel, 2012; Munton et al., 2002). Staff qualifications partly predict higher quality and better child outcomes for children (Mathers et al., 2011; Smith et al., 2009). ...
Childcare systems involve labour market, parental leave and childcare policies. It is clear that some countries, including the Czech Republic, fall far behind recommended targets for childcare provision. Early Childhood Education and Care (ECEC) has two major functions: to help parents’ participation in the labour market, and to foster children’s development. Governments frequently make the mistake of focussing on one only of these functions, and it is negligent for a government to ignore that ECEC will inevitably influence both parental employment and children’s development. Societies are changing, and the demand for skills will increase, and required skills will change so an adaptable workforce is important. A country’s future depends on how it treats children. It is almost always cheaper, more effective, and more sustainable to prevent problems rather than to try and cure them later, and preschool experience is critical for adult skills. The most effective approach to ECEC is high-quality universal services, with additional individual support for those in need. Good quality, affordable ECEC helps the reconciliation of work and family life and thus fosters parental labour market participation and gender equality. Improving childcare may also improve declining fertility rates, by lowering the cost of childbearing in terms of employment and career opportunities. The use of childcare will be affected by parental leave and the availability, cost, and quality of care. Very long parental leave appears to lead to lower use of childcare in a number of countries. Children’s daily experiences drive child development, and these daily experiences constitute the quality of care. Overall, high-quality childcare has been associated with benefits for children’s development, with the strongest effects for children from disadvantaged backgrounds. The evidence on preschool years (over three years) is fairly consistent, but the evidence for birth to three years is equivocal with some studies finding negative effects, some no effects and some positive effects associated with childcare. Discrepant results relate partly to age of starting and partly to quality of childcare. Also childcare effects vary by family background and negative, neutral and positive effects may occur depending on the relative balance of quality of care at home and in childcare. Effects may relate to both quantity and quality of childcare, but effect sizes for childcare are about half that for family factors. Stable care with staff that has good training contributes substantially to good quality care. As indicated in the EU (2013) recommendation on investing in children, investing in highquality ECEC is an effective evidence-based policy tool, although it is not a panacea. However, the level of ECEC provision is very unequal across the EU, and to be effective, it needs to be of high quality. The Czech Republic is planning policy changes to expand its childcare system. As early child development is the foundation for later educational, social and occupational success, there are likely to be longer-term consequences. Such changes may well affect longer-term EU-2020 goals through improving children’s outcomes including reducing early school-leaving and improving access to higher education, which in turn may lead to overall poverty reduction, and enhanced social inclusion, resulting from improved employment amongst the population.
