Evaluating quality in early childhood education in relation with children outcomes in Greek context

Abstract

ABSTRACTThe aim of the current study was to evaluate the relation of early childhood education global quality with children outcomes in the Greek early childhood education settings. Quality was assessed by the Early Childhood Environment Rating Scale-Revised (ECERS-R), whereas the Utrecht Early Math Competence Scale and Concepts About Print Scale were used to measure child outcomes. The sample of the current study was 51 Greek early childhood classrooms and 402 children (202 boys and 200 girls) attending these classrooms. Results indicated that quality, measured by the ECERS-R, is significantly related to children outcomes, such as early mathematical skills and knowledge about print. The global quality measured by the ECERS-R is related to child outcomes; however, more studies will be needed to fully investigate the role of global quality in facilitating children’s cognitive development. Implications of the study’s results at national and international levels were also discussed.