ABSTRACT
The existing literature on early childhood education (ECE) quality is predominantly from the US or other developed countries. In low-and-middle-income countries (LMICs), systematic research on ECE quality, however, is very limited. In the present study, we explore variation in structural and process indicators of ECE quality in two Eastern European LMICs, Kosovo and Ukraine, using the Classroom Assessment Scoring System Pre-K (CLASS) as a measure of process quality for the first time in these countries. We also include Finland because governments in Kosovo and Ukraine show a particular interest in the Finnish education model to inform policy reforms. Participants were kindergarten teachers (n=177) from these three countries who were observed in their classrooms and asked to complete questionnaires. Results indicated variability in ECE quality at various levels, both within and across the three countries. Directions for future research and implications for practice and policy development in LMICs are discussed.
Acknowledgements
We wish to thank all school principals and kindergarten teachers who supported or participated in this project.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 The TTI conceptual framework builds on research with the CLASS (for an overview, see Hamre et al. Citation2013).
2 An agreement was signed between the Ukrainian Ministry of Education and the Finnish Ministry of Foreign Affairs (Government of Ukraine Citation2018).
3 supported by funds from Finland
4 agreement within one scale point-deviation
5 We used Markov chain Monte Carlo algorithm to estimate the probability distributions.