Forældre, pædagoger og pædagogstuderendes holdning til kvalitet i dagtilbud

The study investigates how parents, kindergarten teachers and student kindergarten teachers assess the quality of Danish kindergartens. The goal is to identify what is considered most important for children’s well-being, learning, and development in kindergarten. In particular, the study looks at the interaction between kindergarten teachers and children, as well as which factors are considered most critical for quality attainment in kindergarten.

The results show that both parents and kindergarten teachers consider children’s well-being, educational interaction, and the staff’s level of education as the most important factors for quality in kindergarten. Parents place great emphasis on safety, presence and care in their children’s everyday lives, while kindergarten teachers also highlight the importance of a good learning environment and high academic competence. Student kindergarten teachers consider language stimulation and social skills as important quality indicators. At the same time, there is low interest in topics such as promoting non-gender-based behaviour patterns and environmental protection.

Data were collected through questionnaires sent to parents, kindergarten teachers and student kindergarten teachers in Denmark. The questionnaires covered several topics related to quality in kindergarten, such as child well-being, educational interaction, and structural conditions such as staffing and level of education among employees. The study also contains open-ended questions where respondents could describe what is most important for them in kindergarten.

Næsby, T. (2022). Forældre, pædagoger og pædagogstuderendes holdning til kvalitet i dagtilbud. UCN.