Roy-Vallières, Maude; Charron, Annie et Bigras, Nathalie
(2021).
« Assessing structural and interaction quality in Quebec’s 4-year-old preschools and childcare centers to enhance quality : A comparative study » (EECERA Online Festival 2021, Virtuel, 2021)
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Résumé
This ongoing research seeks to measure educational quality in Quebec’s 4-year-old preschools and childcare centers (CC) and improve quality by identifying strengths and weaknesses. Research has shown that quality of children’s early experiences impacts their subsequent educational success (Heckman, 2011). However, researchers also found that only a handful of childcare services offer high quality experiences (Tayler et al., 2016). In Quebec, no study has measured both the quality of 4-year-old preschools and CC, two subsidized services accessible to a majority of children (Ertas &
Shields, 2012). Drawing upon a positivist normative approach of quality (Caublot et al., 2013), this study seeks to assess quality of these environments from two components: adult-child interaction quality and structural quality. This study is also based on the ecosystemic model of quality (Lemay, 2013), in which quality variables influence each other. The study will address this through correlational and regression analyses. The sample consists of 30 preschool classes and CC groups in the Montreal area. Structural variables will be measured using a questionnaire, while the CLASS Pre-K (Pianta et al., 2008) will be used to measure adult-child interaction quality. A letter describing the research will be sent to
participants to obtain consent. A code assigned to each group and a password will ensure data confidentiality. Based on previous research, we expect higher quality in CC than in preschools. However, learning support might be higher for preschool teachers. Results will inform stakeholders on quality levels and suggest avenues to improve 4-year-old children’s educational experience in Quebec.
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