Purpose
The study investigates the quality of kindergartens in Denmark, with special emphasis on how vulnerable children from lower socioeconomic backgrounds experience care and learning. The study addresses the differences between children from different backgrounds, and how the quality of kindergarten can help reduce social inequalities. The research focus is particularly on how quality in the educational environment affects language development in children with different starting points, and how high quality can help reduce differences in performance for children from disadvantaged backgrounds.
Result
The results show clear differences in language development in children from different socioeconomic backgrounds. Kindergartens with children from resourceful families had better language development results and higher environmental quality. Similarly, kindergartens with children from vulnerable families had both lower language scores and lower environmental quality. The study confirms that high quality in kindergartens is crucial for reducing social disparities and enhancing children’s learning and well-being. Without good care and educational quality, children from vulnerable backgrounds risk falling behind both linguistically and socially.
Design
The study used combined qualitative and quantitative methods. Quantitative data from 12 kindergartens were used for the sample process, where kindergartens with high and low language development were identified. In the qualitative methods, observations and semi-structured group interviews were conducted with managers and kindergarten teachers. The observations covered a full day of activities to assess the quality of the physical surroundings, relationships and activities in the kindergarten using the validated KIDS tool.
References
Ringsmose, C. (2022). Gaps in Care:(E) quality ECEC in Nordic Early Childhoods. In Special Education in the Early Years: Perspectives on Policy and Practice in the Nordic Countries (s. 59–72). Cham: Springer International Publishing.