Pauline Slot|Dorthe Bleses|Laura M. Justice|Justin Markussen?Brown|Anders Højen
Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children’s Growth in Language and Preliteracy Skills
Utrecht University|Aarhus University|Ohio Department of Education|University of Southern Denmark|Aarhus University
structural quality childcare centers considered precondition process quality turn related childrens outcomes however evidence relations structural process quality mixed moreover despite strong theoretical claims empirical evidence supporting indirect relation structural features process quality child outcomes scarce current study contributes knowledge investigating direct relations structural teacher classroom features growth childrens language preliteracy skills sample 3000 children b studying associations process quality childrens outcomes using widely used classroom assessment scoring system prek observational measure among 400 teachers c testing indirect effects structural quality process quality growth childrens skills process quality generally directly positively associated gains childrens language preliteracy skills whereas structural quality showed direct relations addition average level childrens initial language preliteracy skills positively related gains classrooms proportion nondanish children indirectly process quality results illustrate complexities relations structural process quality childrens outcomes warrant research