澳大利亚幼儿教育和保育的过程质量:系统文献综述

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-08-14 DOI:10.1007/s10643-024-01735-4
Nguyen Thi Ngoc Ha, Melissa Tham, Peter Hurley
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引用次数: 0

摘要

本综述研究了澳大利亚关于幼儿保育和教育过程质量的现有文献,过程质量被理解为儿童在保育环境中的实际体验,如教育者与儿童之间的互动。通过对 21 篇合格文章中的经验证据进行专题分析,揭示了幼儿保育和教育过程质量研究的主要特点、过程质量对儿童结果的益处以及影响过程质量的一些因素。综述强调了澳大利亚对幼儿保育和教育过程质量日益增长的兴趣,以及过程质量与儿童早期教育成果之间的联系。审查还强调,户外环境和教育者的个人经历和资历等特质是过程质量的关键支持因素。更重要的是,综述发现,澳大利亚的大多数过程质量研究都是在大都市地区进行的,只有两项研究的重点是来自贫困背景的儿童。本文呼吁采取更多行动,将过程质量与各类幼儿保育和教育服务的公平性结合起来。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Process Quality in Early Childhood Education and Care in Australia: A Systematic Literature Review

This review examines the extant Australian literature on process quality in ECEC, which is understood as children’s actual experience within a childcare setting such as interactions between educators and children. A thematic analysis of empirical evidence from the 21 qualified articles reveals key characteristics of ECEC process quality studies, the benefits of process quality to child outcomes, and some factors influencing process quality. The review highlights the increasing interest in ECEC process quality in Australia and that process quality can be linked to children’s outcomes in the early years. It also underscores that outdoor environments and educators’ attributes such as personal experiences and qualifications stood out as the key supporting factors of process quality. More importantly, the review found that most of the process quality studies in Australia were conducted in metropolitan areas, and there were only two studies focused on children from disadvantaged backgrounds. The paper calls for more actions to combine process quality with equity across types of ECEC services.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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