Elisabeth Bjørnestad

Quality in Norwegian childcare for toddlers using ITERS-R*

ABSTRACT The purpose of this study was to explore the quality of toddler childcare in Norway using the Infant Toddler Environment Rating Scale-Revised Edition (ITERS-R; [Harms, Thelma, Debby Cryer, and Richard M. Clifford. 2006. Infant/Toddler Environment Rating Scales Revised Edition. New York: Teachers College Press.]), drawing on a sample of 206 toddler groups. Possible associations between quality (as assessed using ITERS-R) and selected structural features in toddler classrooms were investigated. Those features are as follows: ownership, the presence of qualified teachers, the staff-to-child ratio and group organization. According to the results, Norwegian toddler care scored at the minimal level of quality. The presence of qualified teachers, high staff-to-child ratios and small and stable groups all seemed to have positively impacted quality. Detailed analyses revealed that Norwegian toddler classrooms did not fulfil the ITERS-R requirements for hygiene, safety and access to play materials. Because of the good reputation Norwegian childcare enjoys, these results were unexpected and suggest the need to enhance the quality of Norwegian toddler care.

New Voices in Norwegian Educational Research

This book consists of contributions written by former research fellows from the Department of Education, Institute of Educational Research, University of Oslo. Only one of these contributors have achieved status as professors (Oistein Anmarkrud), and all are still in the process of establishing themselves in the highest level of the Norwegian academic system.

Circle Time as Whole-Class Teaching – Features, Form, and Content

The educational placement of 6-year-olds in Norway and Sweden has undergone important changes at both a policy level and a practical level.