Quality of Learning Environments in Early Childhood

AbstractYoung children experience different learning environments in early childhood that influence their development in many ways. The following paper considers the quality of the family, preschool, and primary school early learning environments with a special focus on the process quality in these environments. What is innovative in this study is that it draws together three research literatures that are traditionally studied in isolation. By creating a shared lens for assessing environmental quality across different contexts, the BiKS study revealed the relevant factors that shape development over time at home and in (pre)school. First, an overview is given on the research instruments used in BiKS-3-18, followed by a description of the level and stability of quality within these environments over time. Next, the relations between process quality and structural conditions within these environments are presented. The paper ends with a discussion of the results. Some policy implications of the findings from BiKS are made throughout the paper, especially in the discussion.