A Comparison of Early Childhood Classroom Environments and Program Administrative Quality in Turkey and North Carolina
- PDF / 585,880 Bytes
- 16 Pages / 439.37 x 666.142 pts Page_size
- 18 Downloads / 195 Views
A Comparison of Early Childhood Classroom Environments and Program Administrative Quality in Turkey and North Carolina Dilara Yaya‑Bryson1 · Catherine Scott‑Little1 · Berrin Akman2 · Deborah J. Cassidy1
© Springer Nature B.V. 2020
Abstract This study examined the quality of early childhood education programs in two different quality rating and improvement systems, one in Turkey and the other in the state of North Carolina in the USA. The early childhood environment rating scalerevised edition was used to evaluate the quality of early childhood classrooms, and the Program Administration Scale was used to evaluate the quality of administrative processes. These scales were used to rate 20 early childhood programs, in each of the two systems. Data were analyzed using descriptive statistics, independent sample t tests and Pearson correlations. Results indicated that early childhood classroom quality of classrooms in North Carolina was rated significantly higher than classroom quality in Turkey. However, there were no significant differences in the quality of administrative processes. Results also indicated significant positive associations between classroom environment quality and program quality. Even though there were several differences between the quality rating and improvement systems across the two contexts, the need for continued efforts to support and develop ongoing quality in early childhood education is common across the two systems. Keywords Early childhood education · Quality rating and improvement systems · Classroom quality · Administration quality · Turkey · North Carolina
* Dilara Yaya‑Bryson [email protected] Catherine Scott‑Little [email protected] Berrin Akman [email protected] 1
Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, NC, USA
2
Early Childhood Education, Hacettepe University, Ankara, Turkey
13
Vol.:(0123456789)
D. Yaya‑Bryson et al.
Résumé Cette étude a examiné la qualité des programmes de garde d’enfants, qui font partie de deux systèmes différents d’évaluation et d’amélioration de la qualité, l’un en Turquie et l’autre dans l’État de Caroline du Nord aux États-Unis. L’échelle d’évaluation de l’environnement préscolaire- révisée (ECERS-R, Early Childhood Environment Rating Scale - Revised Edition) a été utilisée pour évaluer la qualité des classes de la petite enfance, et l’échelle d’administration des programmes (PAS, Program Administration Scale) a servi à évaluer la qualité des processus administratifs. Ces échelles ont été utilisées dans 20 programmes de garde d’enfants dans chacun des deux systèmes. Les données ont été analysées au moyen de statistiques descriptives, de tests t d’échantillons indépendants et de corrélations de Pearson. Les résultats indiquent que la qualité des classes de garde d’enfants des programmes de Caroline du Nord est évaluée significativement plus élevée que celle des programmes de Turquie. Il n’y a cependant pas de différence significative dans la qualité des processus administratifs des prog
Data Loading...
