Kwaliteitsverbetering in voorschoolse voorzieningen: Een studie naar de competentiebeleving van pedagogisch medewerkers als mediator in de relatie tussen professionalisering en emotionele- en educatieve ondersteuning

Abstract

Background: Studies show that the quality of Early Childhood Education and Care (ECEC) provisions is related to child developmental outcomes. Therefore, the importance of ensuring the quality of ECEC is increasingly recognized. Considering the rising number of children in the Netherlands that are attending daycare provisions, this becomes even more important. When measuring the quality of ECEC, a distinction is made between structural quality and process quality. Aim: The aim of this study is to take a closer look at the relation between the structural quality factor professionalization and the process quality, subdivided into emotional and educational support. This study also examines whether this relation is mediated by the self-efficacy of preschool teachers. Method: Dutch ECEC classrooms (N = 40) participated in this study. The process quality is measured with the observation instrument Classroom Assessment Scoring System Toddler. A questionnaire was distributed among the participating preschool teachers (N = 61) to determine professionalization and self-efficacy. Results: No significant associations were found between professionalization and the quality of emotional and educational support. Also the effect of professionalization on outcomes in process quality is not significantly mediated by the self-efficacy of the preschool teachers. These findings are potentially attributable to the limitations of the research. Conclusion: To ensure increasement of process quality in Dutch ECEC, and thereby explore what effects the outcomes of process quality, further research is recommended. A systemic approach, bigger population and a closer look at specific ways in which professionalization activities are applied, seems therefore relevant.