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Early Childhood Learning Experiences

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Assessing Contexts of Learning

Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

Abstract

Early childhood education and care (ECEC) services are receiving increased attention in many countries, and research has provided evidence that ECEC experiences influence children’s later development in school. It seems valuable therefore to collect information on ECEC experiences also in international school achievement studies. In this chapter a broad outline of the theoretical grounding for such an assessment framework as well as the reasoning for the choice of ECEC indicators in the Programme for International Student Assessment (PISA) 2015 field trial is provided. Definitions of key concepts in ECEC are introduced: quantitative indicators of ECEC experience, curriculum, pedagogy, pedagogical approaches and concepts of quality. The practical relevance of these concepts and their relations to other aspects of school effectiveness and educational policy research and practice are highlighted. Finally, those constructs are described that seem to be the most relevant for international school achievement studies. At the same time, mainly due to the retrospective nature, there are strong limitations to the assessing of ECEC experiences in the context of school achievement studies. These limitations are discussed to help the reader understand the measurement framework.

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Notes

  1. 1.

    This chapter expands on a technical paper that was presented to the PISA 2015 Questionnaire Expert Group (QEG) in May 2012 (Doc. QEG 2012−05 Doc 03).

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Authors and Affiliations

  1. Freie Universität Berlin, Berlin, Germany

    Yvonne Anders

  2. Leibniz Institute for Educational Trajectories, Bamberg, Germany

    Hans-Günther Roßbach

  3. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Frankfurt, Germany

    Susanne Kuger

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  2. Hans-Günther Roßbach
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  3. Susanne Kuger
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  1. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF) , Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Susanne Kuger

  2. Department for Educational Quality and Evaluation Schloßstraße 29 60486, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Eckhard Klieme

  3. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Nina Jude

  4. Department of Educational Psychology, University of Wisconsin-Madison , 1025 West Johnson Street Madison, Wisconsin, USA

    David Kaplan

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Anders, Y., Roßbach, HG., Kuger, S. (2016). Early Childhood Learning Experiences. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing Contexts of Learning. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-45357-6_7

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