Using the Infant/Toddler Environment Rating Scale for examining the quality of care for infants and toddlers in Norwegian day care centers

Anne-Grethe Baustad

doi:10.7577/nbf.313

Abstract

Abstract: The purpose of the presented study is to explore whether ITERS-R is an appropriate tool to use for examining the quality of care for infants and toddlers in Norwegian day care centers. The study is based on a pedagogical perspective of quality, a perspective which takes into account that it is possible both to define and assess the quality in day care centers. This study indicates that ITERS-R can be an appropriate tool to use in examining pedagogical quality in Norwegian day care centers, and especially the concept of process quality. The fit between the values and goals given in the Norwegian Framework Plan and the areas and quality indicators in the ITERS-R is also good; even if there are differences which need to be dealt with. The results are interpreted and discussed within the Norwegian day care center context and the values and goals of Norwegian day care centers. The following four interacting and interdependent dimensions of pedagogical quality made the basis for the discussion: those of the society, the child, the staff (teacher/ teachers) and the learning context (Sheridan, 2007, 2009).

Highlights

During the last decades Norwegian day care centers have moved from being institutions reserved for few children to becoming institutions for almost all Norwegian children
In the following part of the study the results will be discussed within the Norwegian day care center context and the values and goals of Norwegian day care centers
Sheridan’s (2007, 2009) four dimensions of pedagogical quality make the basis for the discussion: those of the society, the child, the staff and the learning context

Summary

Introduction

During the last decades Norwegian day care centers have moved from being institutions reserved for few children to becoming institutions for almost all Norwegian children. According to Johansson (2007), the research of the children in Norwegian day care centers is limited, especially related to what they do in day care centers. See Drugli (2008) who argues that there is a special need for more research of the youngest children’s lives in Norwegian day care centers in order to build up a practice to the best for them. In this context nordisk barnehageforskning utgitt av høgskolen i oslo og akershus og nettverket barnehageliv. The aims of the present study are: 1) to raise the awareness and deepen the professional understanding of pedagogical quality within Norwegian day care center provision, especially around the concept of process quality and 2) to explore whether the ITERS-R is an appropriate tool to use in examining pedagogical quality for infants and toddlers in Norwegian day care centers

Objectives

Methods

Results

Conclusion