Belolutskaya A.K., Le-van T.N., Krasheninnikov-Khait E.E., Shiyan I.B. Foreign Models of Independent Preschool Education Quality Assessment: Swedish and German Experience

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Keywords: external quality assessment system development of pre-school education international experience Sweden Germany ECERS scale

To cite this article:

Belolutskaya A.K., Le-van T.N., Krasheninnikov-Khait E.E., Shiyan I.B. Foreign Models of Independent Preschool Education Quality Assessment: Swedish and German Experience // Preschool Education Today. 2016, Issue 6 - p. 72–78.

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2016, 6

Evgeny E. Krasheninnikov-Khait
Junior researcher of Institute of Systemic Projects, Moscow City University, Moscow, Russia

Tatiana N. Le-van
Cand. Sci. (Pedagogy), Leading Researcher, Child Development Laboratory, Research Institute of Urban Studies and Global Education, Moscow City University, Moscow, Russian Federation

Igor B. Shiyan
PhD in Psychology, Deputy Director of Institute of System Projects, Head of Laboratory of Child Development, Moscow City University (Moscow, Russia)

Anastasia K. Belolutskaya
Cand. Sci. (Psychol.), Deputy Director of the Research Institute of Urban Studies and Global Education at Moscow State Pedagogical Univ., Head of the Research Laboratory for Assessment of Professional Competencies and Adult Development, Moscow, Russian Federation

Abstract

The article provides an analytic review of the Swedish and German independent preschool education quality assessment systems. Special attention is paid to the role of the founder of a kindergarten in organizing expert examination of the work and training of managers and educators, as well as the use of standardized assessment scales (KESR and KRIPSR, which are modified ECERS scale versions). Despite their specific educational conditions such as decentralized control over nurseries, the Swedish and German systems of independent preschool education quality assessment may serve as an interesting example for local specialists. International experience shows that the external quality assessment by the founders can be combined with both independent evaluation carried out by a special expert community, and with the self-assessment of organizations involved. If the expert community has developed substantive priorities and quality perceptions, including those based on analyzing the standardized international assessment scales, the head of a kindergarten may apply a monitoring procedure which is the most convenient at the moment in order to obtain a wide range of opportunities to improve the educational environment in the daycare center.