Quality in Norwegian childcare for toddlers using ITERS-R*

The purpose of this study was to investigate the quality of Norwegian kindergartens using the Infant Toddler Rating Scale – Revised edition (ITERS-R) evaluation system. The researchers investigated possible relationships between quality (as measured through ITERS) and selected structural factors in kindergartens. The factors investigated were (1) ownership, (2) the number of qualified kindergarten teachers, (3) adult density and (4) organisation of groups.

Norwegian kindergartens scored at a minimal level of quality. The number of qualified kindergarten teachers, a high degree of adult density and small and stable groups of children had a positive impact on quality. Detailed analyses showed that the ‘classrooms’ in Norwegian kindergartens do not meet ITERS’ requirements regarding hygiene, safety or access to play material. Due to the good reputation of Norwegian kindergartens, this result is surprising and it indicates a need for improvement in Norwegian kindergartens.    

The study consists of a sample of 206 ‘classrooms’ which include 2811 children from 93 different kindergartens selected through stratified randomisation and voluntary recruitment in four Norwegian counties. The distribution is representative of the entire Norwegian kindergarten population. 

Bjørnestad, E. & Os, E. (2018). "Quality in Norwegian childcare for toddlers using ITERS-R*". European Early Childhood Education Research Journal, 26(1):111-127.