Evaluation of early childhood education quality across Europe

The aim of the current study was to present the initial results of the evaluation of early childhood education (ECE) quality in six European countries. This study discusses various aspects of the ECE quality in different educational systems. Such comparisons can create a fertile ground for communication and collaboration among the educational communities of different European countries and promote open education. Implications and future recommendations are also discussed

Comparing Aspects Of The Process Quality In Six European Early Childhood Educational Settings

The European project ‘Early Change’ (http://earlychange.teithe.gr) attempts to evaluate the quality of early childhood education (ECE) environments of six European countries, Greece, Portugal, Finland, Denmark, Cyprus and Romania. The purpose of this paper is to compare the level of two dimensions of the process quality of these environments a) Space & Furnishings, and b) Personal Care Routines. Theorists, practitioners and researchers agree that in order to provide qualitative education to young children, one of the basic needs of all children must be met; that need is the protection of their health and their safety. A high quality early childhood education program must contain a safe and stimulating environment for the child (Lindsey, 1998). Such an environment includes indoor space, outdoor space, furniture, and room arrangement, and it is considered an integral part of a high quality early childhood program. 117 early educators from the six participating countries attended the training seminars about the evaluation of ECE quality using the Early Childhood Environmental Rating Scale-R (ECERS-R). The trained educators evaluated the 8 indicators of the subscale ‘space & furnishings’ and the six indicators of the subscale ‘personal care routines’ in approximately 600 early childhood classrooms from six European countries. The results of this study highlight the similarities and differences concerning the specific dimensions of the process quality of ECE environments in six European countries, and reflect the diversity of ECE environment across these countries. The findings of this study may provide a valuable insight to researchers and educational policy makers for an enhanced understanding of the cultural diversities and the strengthening of the common values and targets of the European Union

Gender differences in musical aptitude, rhythmic ability and motor performance in preschool children

Most of the preschool curricula involve integrated movement activities that combine music, rhythm and locomotor skills. The purpose of the current study was to examine whether there are any differences between boys and girls at the age of five concerning their musical aptitude, rhythmic ability and performance in gross motor skills. Ninety-five preschool children participated in the study (50 girls and 45 boys). The measures used were the Primary Measures of Music Audiation, the High/ Scope Rhythmic Competence Analysis Test and the Gross Motor Development test 2. The results revealed no significant gender differences in musical aptitude and gross motor skills performance, whereas girls outperformed boys in four of the six movements of rhythmic ability test. Considering that rhythmic competence is strongly inter-related with children's motor coordination, the concluding suggestion for the preschool physical education curriculum is to incorporate specific rhythmic activities (like Orff, Dalcroze and dance) in order to overcome the boys' performance deficiency. © 2005 Taylor & Francis Group Ltd