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Anders, Yvonne; Roßbach, Hans-Günther; Kuger, Susanne:

Early childhood learning experiences

In: Kuger, Susanne; Klieme, Eckhard, Jude, Nina; Kaplan, David (Hrsg.): Assessing contexts of learning Cham : Springer (2016) , 179-208


4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)

Frühpädagogik, Kleinkinderziehung, Kindertagesbetreuung, Bildungsindikator, Curriculum, Qualität, Konzeption, Vorschulerziehung, PISA (Programme for International Student Assessment), Wirkung, Schülerleistung, Bildungspolitik, Bildungsforschung, Internationaler Vergleich

Early childhood education and care (ECEC) services are receiving increased attention in many countries, and research has provided evidence that ECEC experiences influence children's later development in school. It seems valuable therefore to collect information on ECEC experiences also in international school achievement studies. In this chapter a broad outline of the theoretical grounding for such an assessment framework as well as the reasoning for the choice of ECEC indicators in the Programme for International Student Assessment (PISA) 2015 field trial is provided. Definitions of key concepts in ECEC are introduced: quantitative indicators of ECEC experience, curriculum, pedagogy, pedagogical approaches and concepts of quality. The practical relevance of these concepts and their relations to other aspects of school effectiveness and educational policy research and practice are highlighted. Finally, those constructs are described that seem to be the most relevant for international school achievement studies. At the same time, mainly due to the retrospective nature, there are strong limitations to the assessing of ECEC experiences in the context of school achievement studies. These limitations are discussed, to help the reader understand the measurement framework. (DIPF/Orig.)

Bildungsqualität und Evaluation