Annexe A : Rétrospective des tests mesurant la préparation à la
aspects le Battelle Development Inventory (BDI) a été conçu pour identifier les enfants « à risque » et suivre les enfants dans leur développement
Synthèse des connaissances empiriques et cliniques : proposition d
La mesure populationnelle du développement de l'enfant (vers 2 ans). 2015-DV-188186 Battelle Development Inventory (BDI: 1984) (BDI-II: 2004).
Synthèse des connaissances empiriques et cliniques : proposition d
développement de l'enfant de 2 ans Ages and Stages Questionnaire - 3e édition (ASQ-3) ... Battelle Development Inventory (BDI: 1984) (BDI-II: 2004).
Étude des facteurs associés à la détresse psychologique des mères
2 Caractéristiques des enfants en fonction du sexe . La seconde édition du Battelle Developmental Inventory (BDI-2; Newborg 2005) est une.
UNIVERSITÉ DU QUÉBEC ESSAI PRÉSENTÉ À LUNIVERSITÉ DU
édition de l'outil d'évaluation Assessment Evaluation and Programming System for cognitif du Battelle Developrnental Iventory
UNIVERSITÉ DU QUÉBEC MÉMOIRE PRÉSENTÉ À LUNIVERSITÉ
en CPE ont complété les questionnaires à l'étude en observant des enfants fréquentant Batelle Developmental Inventory Screening Test (BDIST) .
UNIVERSITÉ DU QUÉBEC MÉMOIRE PRÉSENTÉ À LUNIVERSITÉ
en CPE ont complété les questionnaires à l'étude en observant des enfants fréquentant Batelle Developmental Inventory Screening Test (BDIST) .
Starting Strong IV: Monitoring Quality in Early Childhood Education
BAS II. British ability Scales Second Edition (assessment instrument). BDI-ST2. Inventario de Desarrollo Battelle (assessment instrument).
ACTUAL VERSUS BEST PRACTICES FOR YOUNG CHILDREN
two typical children with CP at two age points - 18 months and 4 years. Erhardt Developmental Prehension Assessment ... Mom is looking into daycare.
Guide pratique de lESCAP pour lautisme : une synthèse des
Jul 14 2020 Battelle. Developmental. Inventory Screening. Test
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Starting Strong IV
MonItorIng QualIty In Early ChIldhood EduCatIon and CarE Research suggests that, when it comes to early childhood education and care, quality matters most.A growing number of countries are establishing monitoring systems to ensure quality and accountability
in these programmes. This new publication explores how countries can develop and use these systems to
enhance service and staff quality for the benefit of child development. It offers an international perspective
and concrete examples to help policy makers, monitoring experts and practitioners in the field develop their
own monitoring policies and practices.Contents
Chapter 1. Early childhood education and care (ECEC) systems in participating jurisdictionsChapter 2. Current state of play and trends in early childhood education and care (ECEC) monitoring systems
Chapter 3. Monitoring service quality in early childhood education and care (ECEC) Chapter 4. Monitoring staff quality in early childhood education and care (ECEC) Chapter 5. Monitoring child development and outcomes in early childhood education and care (ECEC) Chapter 6. Improving monitoring policies and practices in early childhood education and care (ECEC)ISbn 978-92-64-23349-2
91 2015 05 1 P
Starting Strong IV
Mon I tor I ng Qual I ty I n Early Ch I ldhood Edu C at I on and Car EStarting Strong IV
MonItorIng QualIty In Early ChIldhood
EduCatIon and CarE
Starting Strong IV
This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and ar guments employed herein do not necessarily refiect the ofcial views ofOECD member countries.
This document and
any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.OECD (2015),
OECDPublishing, P
aris.ISBN 978-92-64-23349-2 (print)
ISBN 978-92-64-23351-5 (PDF)
© iStockphoto.com/Christophe Futcher; © iStockphoto.com/tiolocoCorrigenda to
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© OECD 2015
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acknowledgment of the source and copyright owner is given.All requests for public or commer
cial use and translation rights should be submitted to Requests for permission to photocopy portions of this material for public or commer cial use shall be addressed directly to the Copyright Clearance Center (CCC) at or the Centre français d"exploitation du droit de copie (CFC) at STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015FOREWORD
Starting Strong
III STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015ACKNOWLEDGEMENTS
The publication was drafted by the OECD Early Childhood Education and Care team. The lead authors of the publication are: Miho Taguma (project leader),Ineke Litjens and
Arno Engel of the Directorate for Education and Skills, with contributions fromRowena
Phair and e
xternal consultant StephanieWall to Chapters 2 and 6. Research assistance
w as provided by Christa Crusius and MasafumiIshikawa.
Tables and gur
es were prepared by ÉtienneAlbiser. Pr
oject support was provided byKelly Makowiec
ki and Claude AnnieManga Collard.
Other help in nalising this publication has been pro vided by Emilie Feyler,Sophie
Limoges,
Victoria Elliott and
Anne-Lise Prigent. Members of the OECD Network on
Early Childhood Education and Car
e provided country information and data, and helped guide the development of this publication (see theAnnex for a list of Network members
who hav e contributed).Overall guidance w
as provided byYuri Belfali, head of the Early
Childhood and Sc
hoolsDivision, Directorate for Education and Skills,
OECD.International experts helped to re
view the chapters and provided valuable comments.Ms. Sandra
Antuli´c (Croatia),
Ms.Tijne Berg (Netherlands), Ms.Kathrin Bock-Fam
ullaGermany),
Mr.Bart
Declercq (Belg
ium), Mr.Ramón Flecha
(Spain), Ms.Anne Grev
e (Norway),
Ms.Christa Japel (Canada), Ms.Sharon
Lynn Kagan
United States),
Ms.Leslie Kopf-Johnson
(Canada), Mr . FerreLaevers (Belg
ium), Ms. Eunhye Park (Korea), Ms.
Eunsoo Shin (
Korea) and
Mr. Michel Vandenbroeck (Belgium) commented on the drafts, which were nalised by the OECD ECEC team. The authors are grateful to the Eur ydiceNetwork and the Peer Learning
Network of the European Commission for m
utual cooperation to ensure consistency and comparability of the denitions and scope used in the survey administered to generate country responses for this report. Information on the OECD Network on Early Childhood Education and Car e is available at: STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015TABLE OF CONTENTS
..................................................... 9 . 13 17Key messag
es ............................................................ 18Background
............................................................. 18Purpose of the revie
w and methodology ..................................... 19ECEC policy context
...................................................... 20Overview of ECEC systems and pr
ovision .................................... 23 Notes................................................................... 33 References .............................................................. 33Background information on earl
y childhood education and care (ECEC) systems ......................................... 35 . . . . 49Key messag
es ............................................................ 50 Introduction............................................................. 51 Overview of ECEC monitoring systems ...................................... 51 Trends in monitoring quality in ECEC ....................................... 61 Notes................................................................... 65 References .............................................................. 65Background information on earl
y childhood education and care (ECEC) monitoring systems ............................... 66 ... 75Key messag
es ............................................................ 76 Introduction............................................................. 76 What are the effects of monitoring service quality?........................... 77 Why do countries monitor service quality? .................................. 79 What are the typical practices to monitor service quality? ..................... 81What areas are being monitor
ed? .......................................... 85 Which instruments and tools are being used?................................ 97 Who monitors? .......................................................... 102 When and how often is service quality monitored? ........................... 104How are the r
esults of service quality used? ................................. 104 Note ................................................................... 111 References .............................................................. 111 Instruments for monitoring service quality ......................... 113 STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015TABLE OF CONTENTS
... 123Key messag
es ............................................................ 124 Introduction............................................................. 124 What are the effects of monitoring staff quality? ............................. 125 Why do countries monitor staff quality? .................................... 127 What are the typical practices for monitoring staff quality?.................... 129Which areas ar
e being monitored? ......................................... 132 Which instruments and tools are being used?................................ 135How is process quality monitor
ed? ......................................... 144 When and how often is staff quality monitored? ............................. 148How are the r
esults of staff quality used? .................................... 150 Note ................................................................... 154 References .............................................................. 154 Instruments for monitoring staff quality ........................... 156 . . . . 165Key messag
es ............................................................ 166 Introduction............................................................. 166What are the effects of monitoring child de
velopment and outcomes? .......... 167Why do countries monitor child de
velopment? ............................... 171 Which instruments and tools are being used?................................ 172What areas of child de
velopment are being monitored? ....................... 178 Who conducts direct assessments?......................................... 182When and how often are c
hild outcomes and development being monitored? .... 183How are the monitoring r
esults being used/shared? ........................... 185 Note ................................................................... 187 References .............................................................. 187Background information on monitoring c
hild development and outcomes in early childhood education and care ................190 . . . . 201Key messag
es ............................................................ 202 Introduction............................................................. 203Challenges and strate
gies in monitoring quality .............................. 203Challenges in monitoring service quality
.................................... 214Challenges in monitoring staff quality
...................................... 218Challenges in monitoring child outcomes
................................... 221 Lessons learnt in monitoring quality........................................ 224 Note ................................................................... 229 References .............................................................. 229 ................................... 231 References .............................................................. 239 List of network member countries ...................................... 241 STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015TABLE OF CONTENTS
1.1. Characteristics of leg
al access entitlement ................................ 211.2. Distribution of responsibilities in ECEC between national,
regional andlocal levels, by topic ................................................ 261.3. Curriculum framew
orks in place for early childhood education and care ...... 32 A1.1. Types and characteristics of ECEC settings ................................ 36A1.2. Highest level of authority in c
harge of ECEC ............................... 43 A1.3. Characteristics of ECEC funding systems ................................. 442.1. Monitoring practices for service and staff quality .......................... 57
A2.1. Responsibilities for monitoring quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
A2.2. Sources of funding used for monitoring quality of public ECEC settings 68A2.3. Areas monitored in ECEC,
by setting ..................................... 70A2.4. Training for external assessors/e
valuators ................................ 71A2.5. Provider and ar
eas/subjects of training and education for external assessors/evaluators, by setting .............................. 72A2.6. Training for internal assessors/ev
aluators ................................ 743.1. Purposes of monitoring service quality................................... 81
3.2. External and internal monitoring practices for service quality............... 82
3.3. Aspects of service quality monitored through inspections .................. 90
3.4. Aspects of service quality monitored through par
ent surveys ................ 923.5. Aspects of service quality monitored through self-e
valuations ............... 943.6. Inspection tools/instruments used for monitoring service quality............ 98
3.7. Self-evaluation tools/instruments used for monitoring service quality........ 103
3.8. Responsibilities for inspections of service quality.......................... 105
3.9. Frequenc
y of monitoring service quality .................................. 1063.10. Public av
ailability of service quality monitoring ........................... 1083.11. Consequences of monitoring service quality results........................ 110
A3.1. Instruments for monitoring service quality ............................... 1144.1. Purposes of monitoring staff quality in early childhood education and car
e ... 1284.2. External and internal monitoring practices for staff quality ................. 130
4.3. Areas/aspects monitored as part of staff quality........................... 136
4.4. Tools/instruments used in inspections and peer revie
ws .................... 1394.5. Tools/instruments used in self-assessments .............................. 143
4.6. Aspects monitored as part of process quality.............................. 145
4.7. Frequenc
y of monitoring staff quality .................................... 1494.8. Public av
ailability of monitoring staff quality results ....................... 1514.9. Consequences of monitoring staff quality results.......................... 152
A4.1. Instruments for monitoring staff quality ................................. 1575.1. Purposes of monitoring child dev
elopment ............................... 1725.2. Monitoring tools and instruments of child dev
elopment in place ............. 1735.3. Development standar
d for cognitive competence inKazakhstan............. 181
A5.1. Developmental ar
eas being monitored through direct assessments, by setting ............................................................ 190A5.2. Developmental ar
eas being monitored through observations and narrative assessments, by setting .................................... 191A.5.3. Frequenc
y of monitoring child development, by setting ..................... 193A5.4. Instruments for monitoring child dev
elopment and outcomes ............... 1956.1. Challenges and strate
gies in monitoring quality in ECEC .................... 203 STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015TABLE OF CONTENTS
1.1. Enrolment rates in earl
y childhood education at age 3 (2005 and 2012) ........ 231.2. Share of cost to parents and state of earl
y childhood education and care ...... 312.1. Areas monitored in earl
y childhood education and care .................... 562.2. Training pro
vision for early childhood education and care assessors and evaluators ........................................................ 593.1. Purposes of monitoring service quality in early childhood education
and car e ............................................................. 803.2. Service quality aspects inspected in childcare and n
ursery settings (or integrated settings for countries with an integrated system) .............. 87quotesdbs_dbs26.pdfusesText_32[PDF] BDI-Praxistipp Stiftung Warentest 2 / 5
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