1. Objectifs

Intentions :
«[V]arious authors have questioned the notion of a universal child care quality construct, positing that child care quality must be examined in ways that are culturally and contextually relevant and that rely on multiple perspectives […]. [W]e have argued that child care quality should be measured with instruments that are aligned to the educational programme or curriculum framework in place. In addition, research has identified limited understandings of parental perceptions of child care quality […], and of how parental perceptions of child care quality are associated with external quality measures […]. Therefore, the purpose of this paper is to consider the relationship between parental perceptions of quality and external quality ratings.» (p. 483)

2. Méthode

Échantillon/Matériau :
«This study used data obtained from 2009 to 2010 as part of the Young Children and Their Educational Environments study (Bigras et al. 2010; Bigras and Lemay 2012). […] Participants in the current study were a subsample of parents and educators of 179 4-year-old children attending 86 different government subsidized and regulated child care centres (n = 141) and 36 different government subsidized and regulated home child care settings (n = 38) in Montreal, Quebec.» (p. 487)

Instruments :
Questionnaires

Type de traitement des données :
Analyse statistique

3. Résumé

«Our results indicated that parents report being often to almost always satisfied with the quality of child care, while external evaluators rated the child care settings as being of good quality. […] In addition, our study also found significant correlations between various subscales of each of the measures. Often these subscales may be interpreted as measuring very similar constructs, such as the associations we found between parental assessments of warmth and interest in the child on the CSRS [Child Care Satisfaction Rating Scale] with the interactions with children subscale on the EQOS [Quebec Educational Quality Observation Scale]; parental assessments of rich activities and environment with the physical setting and programming subscales of the EQRS; parental assessments of caregiver’s skill with the programming and interactions with children subscales of the EQOS; and parental assessments of risks to health, safety, and well-being with the physical setting subscale. In other situations, we found correlations between subscales that are less obviously related. These results suggest that parents are able to discriminate between different aspects of the quality of their child’s child care setting, and furthermore, that they should be asked about specific indicators.» (p. 493)