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Preschool teachers' understanding of quality in preschool: a comparative study in three European countries
Jönköping University, Sweden.
2015 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 6, 968-981 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to highlight the concept ‘quality' with a special focus on preschool teachers' understanding and compare what preschool teachers in Austria, Bulgaria and Sweden regard as quality. Although quality is at high degree a subjective concept, some aspects are regarded decisive for good quality. A questionnaire was distributed to 45 preschools. Data have been stored, processed and compiled with the web-based programme ‘Netigate’. Totally 117 preschool teachers answered the questionnaire. The results among the three countries have been compiled, processed, ranked and compared and show a glace of different ways to interpret quality, although there are also similarities. Many differences are related to social, cultural and financial issues in the countries per se, but there are also organisational and structural differences. Further comparative research needs to focus on modes to improve the quality in preschool and on increasing children's influence.

Place, publisher, year, edition, pages
2015. Vol. 185, no 6, 968-981 p.
Keyword [en]
quality, preschool, comparative stufy, preschool teachers
National Category
Educational Sciences
Research subject
Child and Youth Science; Educational Science; Education
URN: urn:nbn:se:su:diva-118482DOI: 10.1080/03004430.2014.974035OAI: diva2:823773
Available from: 2015-06-18 Created: 2015-06-18 Last updated: 2015-08-10Bibliographically approved

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Brodin, Jane
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