Lemay, Lise; Lemire, Julie; Lehrer, Joanne; Bigras, Nathalie; Paquette, Alexandra et Lespérance, Audrey
(2023).
« ‘Similar, but different!’ - Cross-cultural analysis of the application of the CLASS Toddler in Quebec’s home-based childcares », dans 31 st EECERA annual conference proceedings: Book of abstract (31 st EECERA annual conference, Lisbonne, Portugal, 31 août 2023)
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Résumé
Analyse with a critical cross-cultural approach the application of the Classroom Assessment Scoring System, Toddler (CLASS-T) in Quebec’s home-based childcares (HBC). In ECEC, the quality of educator-child interactions has been identified as determining factor for children’s development and learning. Quality rating and improvement systems are increasingly assessing quality of interactions in
HBC. Options are even outlined to do so with the CLASS – a standard-based tool to evaluate educator–child interactions in U.S. childcare center classrooms. However, using a standard-based tool out of his original context raises questions concerning its validity. The topic of applying the CLASS in HBC (especially outside the U.S.) has received marginal attention. Building upon Pastori and Pagani's (2017) study on the application of the CLASS in Italy, this study extend the critical cross-cultural approach to Quebec's HBC. Two focus groups of 2h, each including 10 HBC providers from Montreal (Quebec, Canada), were realized. Comparing interactions important for children in center-based and home-based childcares, they were questioned about elements of continuity, differences and disagreements and key-features of the educator–child interactions not captured by the CLASS-T tool. All providers were informed about the study and signed a consent form before the focus groups. At first, all providers agreed that the CLASS-T dimensions applied in HBC. Then, they talked about multiage group, organizational tasks, relationships with families. Such results bring some methodological and theoretical reflections to better capture the socio-educational reality of HBC. The results have implications for the assessment and improvement of quality of interactions offered in HBC.
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