”Kvalitet i dagtilbud: Om pædagogisk kvalitet og udvikling af pædagogens professionelle kompetencer”.

The objectives of the study are a) to investigate quality in a theoretical perspective, b) to develop a quality model with inclusion as a quality parameter, and c) to investigate whether the competence and development activities in the LP model (Learning environment and pedagogical analysis) lead to higher quality at Danish preschools.

The study shows that, in the LP data material, inclusion can be an independent factor for quality. In other words, the group of questions in the questionnaire that cover inclusion are related to the experience of better well-being. This result forms the basis for the subsequent questionnaire survey. The study is aimed at preschool teachers at preschools which have worked with the LP model. The study investigates whether and how work with the LP model has led to higher quality at the preschool from an inclusion perspective.

The study shows that two-thirds of the respondents have launched a development initiative after having taken part in the LP model. 88% of the initiatives launched deal with inclusion. However, the analysis also shows that many preschools find it difficult to convert research-based knowledge from work with the LP model to concrete change in practice. At one-third of the preschools, the research-informed knowledge on systematically planned development initiatives collected by the preschools through work with the LP model has not led to new initiatives in practice. The author categorises these preschools as learning environments that do not promote inclusion.

The data basis comprises a questionnaire survey (from 2011, not primary data) of Danish preschools which took part in the project with the LP model. Respondents included both the staff and children from preschools. 111 preschools of the 130 which took part in the project responded to the questionnaire. The number of children taking part was not directly reported, but it has been estimated that about 3,000 children responded. Preschool teachers replied to questions about each child. This data was primarily used to confirm the theoretical point of departure in inclusion as an important quality indicator. Data was analysed using structures of scales for quality (quality indicators). Distinct items (replies) were summed up separately for children and preschool teachers. On the basis of the quality indicators from the research (structure quality, content quality, process quality and results quality) the author further developed the concept of quality. The author introduces the concept of the inclusion mirror, which includes and reflects the children’s own experiences of inclusion and how the preschool teachers experience children’s inclusion. New quality factors were identified and confirmed using factor analysis. The data was then analysed at institution level.

In order to examine whether work with the LP model leads to improved quality, the author developed a new questionnaire survey which was sent to 130 preschools taking part in the LP project. The questionnaire was based on the inclusion matrix. The inclusion matrix captures the multidimensional nature of inclusion (physical, social, and psychological inclusion) as well as the different arenas in which the child can experience inclusion, e.g. in adult-child and child-child relations at the preschool. 49 respondents submitted complete replies, and these formed the basis for the analysis. The analysis was supplemented with six interviews at preschools (not primary data).

Næsby, T. (2014). ”Kvalitet i dagtilbud: Om pædagogisk kvalitet og udvikling af pædagogens professionelle kompetencer”. Ph.d.-afhandling. Aalborg Universitet, Det Samfundsvidenskabelige Fakultet. Aalborg: Aalborg Universitetsforlag.