Purpose
The study analyses what characterises high quality interaction and structural organisation in kindergartens, with a special focus on the interaction between children and kindergarten staff. The researcher investigates whether high quality benefits children in vulnerable positions. The article sheds light on four cases from two Danish kindergartens with examples of what is high quality regarding interactions between children and adults. The research question is: What makes good pre-schools good for all children, especially for children at risk?
Result
The analysis shows that structural factors such as highly educated staff, thorough organisation and age-appropriate materials affect process quality, by increasing the quality of interactions between children and adults, so that children thrive better and learn more. The four cases show that high quality in kindergarten affects the well-being, learning, development and education of all children, and prevents children from being excluded and lagging behind.
Design
The level of quality in 31 Danish kindergartens was observed and assessed using the ECERS-3 quality assessment tool (Early Childhood Environment Rating Scale, Third Edition). Based on the measurements taken, two kindergartens were selected because they scored high on the subscales of interaction and structure. Video observations of children and staff were conducted in the two kindergartens. These were analysed with focus placed on the educators’ approach to the children. High quality was identified regarding the topics of: sensitivity and emotional support, structure and scaffolding building, communication and language support and learning and development.
References
Næsby, T. (2019). “What makes good pre-schools good for all children”. Early Child Development and Care.