Abstract
The purpose of this study was to investigate the relationship between two structural factors of quality: organisation form (stable groups versus flexible groups) and staff–child ratio, in relation to interaction quality in toddler groups in Norwegian early childhood education and care (ECEC). Data were collected from 206 kindergarten groups in the period from 2013 to 2015. Interaction quality was measured through the infant/toddler environment rating scale-revised subscales, Interaction, listening and talking, and program structure. A two-way MANOVA revealed that organisation form with small, stable groups were related to higher interaction quality, while the staff–child ratio and interaction quality varied depending on different content dimensions. These findings have clear implications for policy and the training of ECEC staff.
Highlights
As a part of its welfare system, Norway provides universal access to early childhood education and care (ECEC) for all children between the ages of 1 and 5
The purpose of this study was to investigate the relationship between two structural factors of quality: organisation form and staff– child ratio, in relation to interaction quality in toddler groups in Norwegian early childhood education and care (ECEC)
A two-way multivariate analysis of variance (MANOVA) revealed that organisation form with small, stable groups were related to higher interaction quality, while the staff–child ratio and interaction quality varied depending on different content dimensions
Summary
As a part of its welfare system, Norway provides universal access to early childhood education and care (ECEC) for all children between the ages of 1 and 5. To provide this access, Norway has undergone considerable structural changes in recent decades (Vassenden et al 2011). Norway has undergone considerable structural changes in recent decades (Vassenden et al 2011) These changes began with the 2003 ECEC settlement, which required municipalities to offer all children a place in ECEC. The overall purpose of these settlement initiatives and the establishment of universal access to ECEC was to ensure social equality and secure a good start for all children (Haug and Storø 2013). Most of the changes were related to quantity; in recent years, quality has appeared more systematically on policy-makers’ agendas, especially for infants and toddlers (OECD 2015; Vassenden et al 2011)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Child Care and Education Policy
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
