Abstract
In a comparative study between Germany and Sweden, observers from different countries and cultures make parallel and independent observations of the quality in early childhood education. For evaluation of quality, the observers use the Early Childhood Environment Rating Scale (ECERS), combined with a documentation of the perceptual process underlying the ratings of quality with the ECERS. The study focuses on how the concept of quality in ECERS is concretized in pedagogical processes in early childhood education, on how those pedagogical processes can be made visible and on the validity of evaluations of quality with the ECERS in cross-national comparative studies.
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