Preschool teachers' understanding of quality in preschool: a comparative study in three European countries.

The purpose of this study is to investigate what preschool teachers from three countries (Sweden, Austria, Bulgaria) understand by 'quality in preschool'. The three countries were selected on the basis that, in some countries (e.g. Sweden), preschools are valued as highly and considered as important as schools for older children, whereas in other countries (e.g. Austria and Bulgaria), preschool is still simply a matter of childminding.

When analysing what preschool teachers consider as important factors for quality in preschools, the study finds both similarities and differences in rankings when comparing the three selected countries.

Ten factors were identified as ranking high in the top ten as the most essential factors for quality in preschools in the view of preschool teachers and child care workers. Of these ten factors, six are common for all three countries as being relevant for quality in preschools. The factors are: 1) 'my own attitude', 2) size of child group, 3) density of teachers, 4) working climate, 5) relation between children and adults, and 6) pedagogical planning. These factors are related to process as well as structure. None of the countries rank documentation in the top ten.

A closer look at the remaining factors in the top ten reveals similarities between Sweden on the one hand, and Austria and Bulgaria, respectively, on the other. The preschool teachers and child care workers in Sweden and Austria agree that the factors of pedagogical leadership and common values add quality to preschools, whereas in Bulgaria, these factors are not considered to be of major importance for quality in preschools. Common to preschool teachers and child care workers from Sweden and Bulgaria is that they rank a national curriculum for preschool children high, whereas in Austria, a national curriculum is ranked low.

Data collection was based on a questionnaire and responses from a total of 117 preschool teachers and child care workers from 45 preschools. Of these preschool teachers and child care workers, 58 were from Sweden, 29 were from Austria and 30 were from Bulgaria. Some of the questions in the questionnaire concerned structural and organisational aspects at a general level (e.g. questions regarding curriculum or preschool reforms), and others dealt with the organisation of work (the number of teachers and children, the composition of child groups, pedagogical leadership). Moreover, data concerning the background of the preschool employees was collected (education, work experience, further education), and finally, questions about health & safety, and pedagogical work in preschools were included. Some of the questions in the latter category concerned planning, evaluation and follow-up, as well as documentation of work and evaluation of the children’s individual learning and development in general.

Brodin, J., Hollerer, L., Renblad, K. & Stancheva-Popkostadinova, V. (2015). Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. Early Child Development and Care 185(6), 968-981.