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The relationship between structural factors and interaction quality in Norwegian ECEC for toddlers

Authors
  • Løkken, Ingrid Midteide1
  • Bjørnestad, Elisabeth2
  • Broekhuizen, Martine L.3
  • Moser, Thomas1
  • 1 University of South-Eastern Norway, Department of Educational Science, Faculty of Humanities, Sports and Education Science, Raveien 215, Borre, 3184, Norway , Borre (Norway)
  • 2 Oslo Metropolitan University, Department of Early Childhood Education, Faculty of Education and International Studies, Pilestredet 52, Oslo, Norway , Oslo (Norway)
  • 3 Utrecht University, Faculty of Social and Behavioural Sciences-Child, Family, and Education Studies, Utrecht, 3508 TC, The Netherlands , Utrecht (Netherlands)
Type
Published Article
Journal
International Journal of Child Care and Education Policy
Publisher
Springer Singapore
Publication Date
Jul 16, 2018
Volume
12
Issue
1
Identifiers
DOI: 10.1186/s40723-018-0048-z
Source
Springer Nature
Keywords
License
Green

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.

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