Comparando índices regulatórios e não regulatórios de qualidade da educação infantil australiana

Autores

  • Iram Siraj Núcleo de Documentação e Difusão Científica Fundação Carlos Chagas, São Paulo (SP), Brasil http://orcid.org/0000-0001-6752-881X
  • Steven J. Howard University of Wollongong, Wollongong, Austrália
  • Denise Kingston University of Sussex, Brighton, UK
  • Cathrine Neilsen‑Hewett University of Wollongong, Wollongong, Austrália
  • Edward C. Melhuish University of Wollongong, Wollongong, Australia; University of Oxford, Oxford, UK; Birkbeck, University of London, London, UK
  • Marc de Rosnay University of Wollongong, Wollongong, Austrália http://orcid.org/0000-0001-8333-9541

DOI:

https://doi.org/10.18222/eae.v30i75.6925

Palavras-chave:

National Quality Standard, ECERS-E, SSTEW, Qualidade, Pré-Escola, Regulamentação

Resumo

Este estudo analisa as associações entre as pontuações provenientes de processos regulatórios de avaliação da qualidade da educação infantil australiana (Early Childhood Education and Care – ECEC) do National Quality Standard (NQS)2 e das duas escalas de avaliação de qualidade (SSTEW – Sustained Shared Thinking and Well Being; e ECERS-E – Early Childhood Environment Rating Scale-Extension). A amostra consiste em 257 unidades de ECEC em três estados australianos. Os resultados indicaram: associações positivas modestas entre as pontuações do NQS e das escalas; alguma especificidade entre as áreas de qualidade do NQS (aspectos do projeto e práticas pedagógicas para as crianças; relações com crianças) e de uma escala de avaliação – a SSTEW; variabilidade das pontuações das escalas de qualidade dentro de cada classificação do NQS; e atenuação dessas associações quando  o tempo  entre  as avaliações  ultrapassa  24 meses. As conclusões sugerem que o NQS e as escalas de avaliação indicam um núcleo comum de qualidade, mas capturam aspectos diferentes da qualidade, sugerindo que ambos poderiam ser usados para melhorar os padrões de qualidade nas pré-escolas australianas, onde as escalas de avaliação potencializam a qualidade ainda mais do que o NQS.

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Publicado

20-12-2019

Como Citar

Siraj, I., Howard, S. J., Kingston, D., Neilsen‑Hewett, C., Melhuish, E. C., & de Rosnay, M. (2019). Comparando índices regulatórios e não regulatórios de qualidade da educação infantil australiana. Estudos Em Avaliação Educacional, 30(75), 958–982. https://doi.org/10.18222/eae.v30i75.6925

Edição

v. 30 n. 75 (2019): set./dez. 2019

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Artigos

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Copyright (c) 2020 Estudos em Avaliação Educacional

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