Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Freier Beitrag

Standardisierte Verfahren zur Erhebung zielkindbezogener Prozessqualität in der Frühpädagogik

Ein vergleichender Überblick

Published Online:July 31, 2019https://doi.org/10.1026/2191-9186/a000426

Abstract

Zusammenfassung. Der vorliegende Beitrag greift die Diskussion um die pädagogische Qualität in Kitas auf. Bisherige Ansätze, die pädagogische Qualität auf der Grundlage des strukturell-prozessualen Qualitätsmodells operationalisieren, erfassen drei Komponenten: Prozessmerkmale, Strukturmerkmale und pädagogische Überzeugungen, wobei die Prozessmerkmale die zentrale Komponente darstellen. Prozessmerkmale werden auf Gruppenebene oder auf der Ebene des einzelnen Kindes, der sog. Zielkindebene, erfasst. Ausgehend von einem Defizit an Übersichten zu zielkindbezogenen Instrumenten wird in diesem Beitrag eine systematisierende Übersicht über standardisierte Erhebungsinstrumente gegeben, die pädagogische Prozessqualität auf Zielkindebene erfassen. Ziel des Beitrages ist es, anhand eines vergleichenden Überblicks Gemeinsamkeiten und Unterschiede der zielkindbezogenen Verfahren herauszuarbeiten und Empfehlungen für ihren Einsatz in der Forschung zu diskutieren.


Standardized Target Child-Related Instruments for the Measurement of Process Quality in Early Childhood Education: A Comparative Overview

Abstract. This article focuses on the discussion about educational quality in early childhood education and care. Previous approaches, which operationalize educational quality based on the structure-process model, cover three components: process characteristics, structural characteristics, and educational beliefs, whereby process characteristics are the central component. Process quality is recorded at the group level or at the level of the individual child, the so-called target child level. This paper provides a systematic overview of standardized instruments that record process quality at the target child level. The aim of the paper is to provide a comparative overview of the commonalities and differences of the instruments and to discuss recommendations for their use in research.

Literatur

  • Anders, Y. (2013). Stichwort: Auswirkungen frühkindlicher, institutioneller Bildung und Betreuung. Zeitschrift für Erziehungswissenschaft, 16, 237 – 275. https://doi.org/10.1007/s11618-013-0357 -5 First citation in articleCrossref, Google Scholar

  • Atkins-Burnett, S., Sprachman, S. & Caspe, M. (2010). Language Interaction Snapshot (LISn). Princeton, NJ: Mathematica Policy Research. First citation in articleGoogle Scholar

  • Bäumer, T. & Roßbach, H.-G. (2016). Measurement of preschool quality within the national educational panel study – results of a methodological study. In H.-P. BlossfeldJ. von MauriceM. BayerJ. Skopek (Eds.), Methodological issues of longitudinal surveys (pp. 543 – 560). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-11994-2_30 First citation in articleGoogle Scholar

  • Boller, K. & Sprachman, S. & The Early Head Start Research Consortium (1998). The Child-Caregiver Observation System Instructor's Manual. Princeton, NJ: Mathematica Policy Research. First citation in articleGoogle Scholar

  • Brassard, M. R. & Boehm, A. E. (2007). Preschool assessment: Principles and practices. New York, NY: Guilford Press. First citation in articleGoogle Scholar

  • Bredekamp, S. & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev ed.). Washington, DC: National Association for the Education of Young Children. First citation in articleGoogle Scholar

  • Bronfenbrenner, U. & Morris, P. A. (2006). The biological model of human development. In R. M. Lerner (Eds.), Handbook of child psychology. Theoretical models of human development (pp. 793 – 828). Hoboken, NJ: John Wiley & Sons. First citation in articleGoogle Scholar

  • Chien, N. C., Howes, C., Burchinal, M., Pianta, R.C., Ritchie, S. & Bryant, D. et al. (2010). Children's classroom engagement and school readiness gains in pre-kindergarten. Child Development, 81, 1534 – 1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x First citation in articleCrossref, Google Scholar

  • Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E. & Pianta, R. C. (2010). The Individualized Classroom Assessment Scoring System (inCLASS). Preliminary reliability and validity of a system for observing preschoolers' competence in classroom interaction. Early Childhood Research Quarterly, 25 (1), 1 – 16. https://doi.org/10.1016/j.ecresq.2009.08.004 First citation in articleCrossref, Google Scholar

  • Eckhardt, A. & Egert, F. (2017). Prozess- und Interaktionsqualität in Kindertageseinrichtungen in Ost- und Westdeutschland. Eine explorative Studie. Diskurs Kindheits- und Jugendforschung, 12, 361 – 366. https://doi.org/10.3224/diskurs.v12i3.07 First citation in articleCrossref, Google Scholar

  • Eid, M., Gollwitzer, M. & Schmitt, M. (2017). Statistik und Forschungsmethoden. Lehrbuch (5., korr. Aufl.). Weinheim und Basel: Beltz. First citation in articleGoogle Scholar

  • Faßnacht, G. (1995). Systematische Verhaltensbeobachtung: Eine Einführung in die Methodologie und Praxis (2. Aufl.). München: Ernst Reinhardt. First citation in articleGoogle Scholar

  • Hadeed, J. & Sylva, K. (1999). Behavioral observations as predictors of children's social and cognitive progress in day care. Early Child Development and Care, 154 (1), 13 – 30. https://doi.org/10.1080/0030443991540102 First citation in articleCrossref, Google Scholar

  • Halle, T., Vick Witthaker, J. & Anderson, R. (2010). Quality in early childhood care and education settings: A compendium of measures (2nd ed.). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. Retrieved January 7, 2018, from http://www.researchconnections.org/childcare/resources/18804/pdf First citation in articleGoogle Scholar

  • Harms, T., Clifford, R. M. & Cryer, D. (1998). Early Childhood Environment Rating Scale: Revised edition. New York, NY: Teachers College Press. First citation in articleGoogle Scholar

  • Kluczniok, K. & Roßbach, H.-G. (2014). Conceptions of educational quality for kindergartens. Zeitschrift für Erziehungswissenschaft, 17, 145 – 158. https://doi.org/10.1007/s11618-014-0578-2 First citation in articleCrossref, Google Scholar

  • Kuger, S., Pflieger, K. & Roßbach, H.-G. (2006). Zielkindbeobachtung. Unveröffentlichtes Dokument, Otto-Friedrich-Universität Bamberg, Forschergruppe BiKS. First citation in articleGoogle Scholar

  • Layzer, J. I., Goodson, B. D. & Brown-Lyons, M. (2007). National Study of Child Care for Low-Income Families: Care in the home: A description of family child care and the experiences of the families and children that use it: Final report. Washington, DC: U.S. Administration for Children and Families. Retrieved January 7, 2018, from http://www.researchconnections.org/childcare/resources/14177/pdf First citation in articleGoogle Scholar

  • Leff, S. S. & Lakin, R. (2005). Playground-based observational systems: A review and implications for practitioners and researchers. School Psychology Review, 34, 475 – 489. First citation in articleGoogle Scholar

  • Lotz, M., Gabriel, K. & Lipowsky, F. (2013). Niedrig und hoch inferente Verfahren der Unterrichtsbeobachtung. Analysen zu deren gegenseitiger Validierung. Zeitschrift für Pädagogik, 59, 357 – 380. First citation in articleGoogle Scholar

  • Mayer, D. & Beckh, K. (2016). Examining the validity of the ECERS-R: Results from the German National Study of Child Care in Early Childhood. Early Childhood Research Quarterly, 36, 415 – 426. https://doi.org/10.1016/j.ecresq.2016.01.001 First citation in articleCrossref, Google Scholar

  • Mayer, D. & Beckh, K. (2018). Erfassung pädagogischer Qualität in Kindertageseinrichtungen. Frühe Bildung, 7, 67 – 76. https://doi.org/10.1026/2191-9186/a000370 First citation in articleLink, Google Scholar

  • Melhuish, E. C., Lloyd, E., Martin, S. & Mooney, A. (1990). Type of Childcare at 18 Months–II. Relations with Cognitive and Language Development. The Journal of Child Psychology and Psychiatry, 31, 861 – 870. https://doi.org/10.1111/j.1469-7610.1990.tb00830.x First citation in articleCrossref, Google Scholar

  • National Institute of Child Health and Human Development, Early Child Care Research Network (NICHD ECCRN). (1995). Observational Ratings of the Caregiving Environment (54 months). Retrieved February 28, 2008, from http://secc.rti.org/Phase2InstrumentDoc.pdf First citation in articleGoogle Scholar

  • National Institute of Child Health and Human Development, Early Child Care Research Network (NICHD ECCRN). (2002). Early child care and children's development prior to school entry: Results from the NICHD Early Child Care Research Network study of early child care. American Educational Research Journal, 39, 133 – 164. https://doi.org/10.3102/00028312039001133 First citation in articleCrossref, Google Scholar

  • National Institute of Child Health and Human Development, Early Child Care Research Network (NICHD ECCRN). (2003). Does quality of child care affect child outcomes at age 4½? Developmental Psychology, 39, 451 – 469. First citation in articleCrossref, Google Scholar

  • Palacios, J. & Lera, M.-J. (1995). Observation of Activities in Preschool (OAP). Unveröffentlichtes Dokument. First citation in articleGoogle Scholar

  • Ritchie, S., Howes, C., Kraft-Sayre, M. & Weiser, B. (2001). The Emergent academic snapshot. Unpublished manuscript, University of California, Los Angeles, CA. First citation in articleGoogle Scholar

  • Roßbach, H.-G. (2005). Effekte qualitativ guter Betreuung, Bildung und Erziehung im frühen Kindesalter auf Kinder und ihre Familien. In Sachverständigenkommission Zwölfter Kinder- und Jugendbericht (Hrsg.), Materialien zum Zwölften Kinder- und Jugendbericht (S. 55 – 174). München: Verlag Deutsches Jugendinstitut. First citation in articleGoogle Scholar

  • Ruopp, R., Goodson, B., Connel, D., Goodrich, R., Singer, J. & Goodrich, N. (1980). Technical Appendices to the National Day Care study: Effects Analyses. Final Report of the National Day Care Study. Volume IV-C. Washington, D.C. Retrieved January 7, 2018, from https://files.eric.ed.gov/fulltext/ED195339.pdf First citation in articleGoogle Scholar

  • Schmidt, T., Smidt, W., Kluczniok, K. & Riedmeier, M. (2018). Interaktionsqualität in Kindertageseinrichtungen – Eine vergleichende Betrachtung standardisierter gruppen- und zielkindbezogener Erhebungsverfahren. Diskurs Kindheits- und Jugendforschung. Manuskript eingereicht zur Publikation. First citation in articleCrossref, Google Scholar

  • Smidt, W. (2012). Zielkindbezogene pädagogische Qualität im Kindergarten. Eine empirisch-quantitative Studie. Münster: Waxmann. First citation in articleGoogle Scholar

  • Soar, R. S. & Soar, R. M. (1982). Measurement of classroom process. In B. Spodek (Eds.), Handbook of research in early childhood education (pp. 592 – 617). New York, NY: Tue Free Press. First citation in articleGoogle Scholar

  • Suchodoletz, A. von, Gunzenhauser, C. & Larsen, R. (2015). Die Beobachtung von Interaktionen im Kindergartenalltag. Das Individualized Assessment Scoring System (inCLASS). Frühe Bildung, 4, 211 – 217. https://doi.org/10.1026/2191-9186/a000207 First citation in articleLink, Google Scholar

  • Sylva, K., Melhuish, E. C., Sammons, P., Siraj-Blatchford, I., Taggart, B. & Elliot, K. (2004). The Effective Provision of Pre-School Education (EPPE) Project: Final report. A longitudinal study funded by the DjES 1997 – 2004. London: Department for Education and Skills. First citation in articleGoogle Scholar

  • Sylva, K., Painter, M. & Roy, C. (1980). Child watching at playgroup and nursery school Oxford Preschool Research Project. London: Grant McIntyre Ltd. First citation in articleGoogle Scholar

  • Sylva, K., Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E. C. & Elliot, K. et al. (2006). Capturing quality in early childhood through environmental rating scales. Early Childhood Research Quarterly, 21, 76 – 92. https://doi.org/10.1016/j.ecresq.2006.01.003 First citation in articleCrossref, Google Scholar

  • Wood, D., Bruner, J. S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17 (2), 89 – 100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x First citation in articleCrossref, Google Scholar

  • Wygotsky, L. (1987). Ausgewählte Schriften. Arbeiten zur psychischen Entwicklung der Persönlichkeit (Band 2). Köln: Pahl-Rugenstein. First citation in articleGoogle Scholar