Jenni Salminen|Marja?Kristiina Lerkkanen|Anna?Maija Poikkeus|Eija Pakarinen|Martti Siekkinen|Maritta Hännikäinen|Pirjo?Liisa Poikonen|Helena Rasku?Puttonen
Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland
University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|Finland University|University of Eastern Finland|University of Jyväskylä|University of Jyväskylä|University of Jyväskylä
research findings aim present study examine classroom quality profiles kindergarten classrooms using personcentered approach analyze patterns regard teacher classroom characteristics observations domains emotional support classroom organization instructional support conducted 49 finnish kindergarten classrooms utilizing classroom assessment scoring system r c pianta k laparo b k hamre 2008 pianta r c hadden 2008 june know quality early education settings implications research teacher preparation professional development state education standard pp 2027 google scholar addition questionnaire data classroom teacher characteristics well early childhood classroom observation measure stipek p byler 2004 laparo k pianta r c stuhlman 2004 classroom assessment scoring system findings prekindergarten year elementary school journal 104 409 426 crossref web science google scholar observational ratings used analyses latent profiling analysis utilized identify different profiles classroom quality four latent profiles classroom quality identified differed one another clearly domain emotional support profile 1 represented generally high level profile 4 generally low level classroom quality compared profiles whereas mediumquality profiles 2 3 showed varying levels support assessed dimensions quality differences emerged among profiles classroom teacher characteristics teachers profile 4 provided least literacy instruction least amount work experience teachers findings using early childhood classroom observation measure indicated childcentered practices predominant among profiles higher classroom quality practice policy results study used recognize kindergarten teachers professional strengths weaknesses support teachers professional development aid pedagogical interventions