Franziska Egert

TL;DR: In this article, a review summarizes findings from (quasi-experimental studies that high pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children.

TL;DR: In this article, a review summarizes findings from (quasi-experimental studies that evaluated in-service training effects for ECEC professionals on external quality ratings and child development, and showed that quality improvement is a key mechanism to accelerate the development of young children.

TL;DR: The authors conducted a systematic literature search and coding of studies that evaluate professional development using the Classroom Assessment Scoring System measures and found that high quality in-service programs have the strength to improve teacher-child interactions and pedagogical quality across all three domains.

TL;DR: For instance, this article found that process quality in child care centers and family child care varies substantially, but is mostly at a mediocre level, based on the NUB-based NER.

TL;DR: In this paper, weisen nur 13 Weiterbildungen einen grosen Effekt (ES > 0.8) auf, i.e.