Comparando índices regulatórios e não regulatórios de qualidade da educação infantil australiana
DOI:
https://doi.org/10.18222/eae.v30i75.6925Palavras-chave:
National Quality Standard, ECERS-E, SSTEW, Qualidade, Pré-Escola, RegulamentaçãoResumo
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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Copyright (c) 2020 Iram Siraj, Steven J. Howard, Denise Kingston, Cathrine Neilsen‑Hewett, Edward C. Melhuish, Marc de Rosnay
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