Abstract
ABSTRACTInternational findings indicate only moderate childcare quality and results revealed significant differences between regions. So far, this difference cannot be explained by structural characteristics. Based on the National Study on Education, Learning and Upbringing in Early Childhood (NUBBEK) sample of 215 lead teachers, the influence of personality traits (Big Five) and socialization goals of childcare teachers on classroom quality (Early Childhood Environment Rating Scale) and teacher–child interaction (Caregiver Interaction Scale) was investigated. First, significant differences in childcare quality were found between East and West Germany regarding classroom and interaction quality. Second, hierarchical linear regression analyses revealed differential effects in quality by region. Besides structural characteristics, personality traits and socialization goals provided additional information to understand variations in childcare quality. Further, type of pre-service education curriculum played an important role in predicting childcare quality. The analysis revealed substantial differences which can be attributed to pre-service education. Findings are discussed with respect to models of pre-service and in-service educational approaches in early childcare.
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