2026-05-31T05:08:30Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

e82c33d043514c7f0f4cfc57011b7201ab0da43ea07326a6b69cf50a2d7417fe 2025-06-23T01:09:48Z language:enopenaire_data

The quality of educational practice for children at risk of social exclusion The quality of educational practice for children at risk of social exclusion doi:10.23669/ZTEEDI Dejana Bouillet Vlatka Domović Maja Drvodelić Monika Pažur Adrijana Višnjić Jevtić Sandra Antulić Majcen Ivana Visković Esmeralda Sunko Sanja Skočić Mihić IP-2019-04-2011 CROSSDACroatian Social Science Data Archive Social SciencesECEC institutionsrisk of social exclusionquality of educational practicePRESCHOOL CHILDRENQUALITY OF EDUCATIONSOCIAL EXCLUSION EDUCATION The datasets contain information on the intervention aspects of the risks of social exclusion of children in Croatian early childhood education and care institutions (ECEC). It comprises qualitative and quantitative data. These are: 1. "Questionnaire on the quality of pedagogical practice in relation to children at risk of social exclusion", which aims to assess competences in recognising the needs of children at risk of social exclusion and responding appropriately to these needs (n = 1299 preschool educators from 66 Croatian ECEC); 2. Structured interviews to investigate the quality of pedagogical practice with regard to the needs of children at risk of social exclusion (n = 43 preschool teachers, 15 professional carers and 43 children); 3. Vignettes to analyse the ways in which pre-school teachers (n = 34) and professional carers (n = 13) experience and interpret the risk of social exclusion. The theoretical framework for analysing the quality of educational practice comes from the standards of the International Step by Step Association (2010). These Standards operationalise the quality of pedagogical practice through seven quality areas: 1) interactions; 2) family and community; 3) inclusion, diversity and democratic values; 4) assessment and planning; 5) teaching strategies; 6) learning environment and 7) professional development. These quality areas are based on a humanistic and socio-constructivist paradigm and the fundamental starting point is developmentally appropriate practice and an individualised approach to children and learning through interaction and dialogue between children and between children and adults. The dataset was created within the Models of Response to Educational Needs of Children at Risk of Social Exclusion in ECEC Institutions (MORENEC) project, funded by the Croatian Science foundation under grant number IP-2019-04-2011. 2020-10-012020-12-282022-03-012022-04-30 CroatiaCroatiaCroatia Northern CroatiaCentral CroatiaIstria and KvarnerDalmatiaZagrebEastern CroatiaZagreb City Individual The dataset covers persons (individuals), representative of the Republic of Croatia, depending on the region in which the organisation (kindergarten) operates, the founder of the organisation and the administrative status of the place where the organisation operates. NumericText Cross-section <p>Probability: Stratified: Proportional</p> <p>The quantitative research sample consists of (female) pre-school teachers born between 1953 and 2001 (mean = 1980). Their professional experience in the ECEC system ranges from less than one year to 45 years (mean = 14.7). 21.1% of respondents have a Master's degree in ECEC, 23.4% have a Bachelor's degree in ECEC and 55.4% have a part-time degree in pre-school education. </p> <p>The sample for the qualitative part of the study consists of 10% of the preschool teachers, professional support staff and children from ECEC with the highest and lowest scores in the questionnaire "Questionnaire on the quality of educational practice in relation to children at risk of social exclusion".</p> Self-administered questionnaire: Web-based (CAWI) ; Face-to-face interview: Computer-assisted (CAPI/CAMI)</p> Structured questionnaire ; Interview scheme and/or themes Skočić Mihić, S., Sunko, E., Romstein, K. (2022). Perceived quality educational practice for children at risk of social exclusion and its relation to teachers’ training. <em>European Journal of Contemporary Education, 11</em>(3), 846-857. 10.13187/ejced.2022.3.846 https://data.crossda.hr/oai doi:10.23669/ZTEEDI 2024-07-18T02:00:02Z ddi:codebook:2_5