TALIS  达利斯

)>

Providing Quality Early Childhood Education and Care RESULTS FROM THE STARTING STRONG SURVEY 2018
提供优质的幼儿教育和护理 2018 年 STARTING STRONG 调查结果

TALIS  达利斯

Providing Quality Early Childhood Education and Care
提供优质的幼儿教育和护理

Please cite this publication as:
请将此出版物引用为：

Foreword  前言

In many countries, governments have done a lot to develop access to ECEC. But access is not enough; ECEC policies need to focus more on quality. TALIS Starting Strong reminds us that children’s early years are the foundation of their lives as students, adults and citizens. In the same way, it reminds us that ECEC policies need to be fully integrated with other policies that support economic growth and social inclusion. For children’s learning, development and well-being, every year counts.
在许多国家，政府为发展 ECEC 的普及做了大量工作。但访问是不够的;ECEC 政策需要更加注重质量。TALIS Starting Strong 提醒我们，儿童的早期生活是他们作为学生、成人和公民生活的基础。同样，它提醒我们，ECEC 政策需要与支持经济增长和社会包容的其他政策充分结合。对于儿童的学习、发展和福祉，每一年都很重要。

Acknowledgements  确认

Table of contents  目录

Figures  数字

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Reader's guide  读者指南

Country coverage  国家/地区覆盖

• The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.
  以色列的统计数据由以色列相关当局提供并由其负责。经合组织使用此类数据并不影响戈兰高地、东耶路撒冷和以色列在约旦河西岸定居点根据国际法条款的地位。

Classification of levels of ECEC and the TALIS Starting Strong sample
ECEC 和 TALIS Starting Strong 样本水平的分类

• early childhood education (ISCED level 0)
  幼儿教育 （《国际教育标准分类法》0 级）
• early childhood educational development (ISCED level 01)
  早期儿童教育发展 （《国际教育标准分类法》01 级）
• pre-primary education (ISCED level 02)
  学前教育 （国际教育标准分类法 02 级）
• primary education (ISCED level 1)
  初等教育 （《国际教育标准分类法》1 级）
• lower secondary education (ISCED level 2)
  初级中等教育 （《国际教育标准分类法》2 级）
• upper secondary education (ISCED level 3)
  高级中等教育 （《国际教育标准分类法》3 级）
• post-secondary non-tertiary education (ISCED level 4)
  中等后非高等教育 （ISCED 4 级）
• short-cycle tertiary education (ISCED level 5)
  短线高等教育（《国际教育标准分类法》5 级）
• bachelor’s or equivalent (ISCED level 6)
  学士或等同 （《国际教育标准分类法》6 级）
• master’s or equivalent (ISCED level 7)
  硕士或等同 （《国际教育标准分类法》7 级）
• doctoral or equivalent (ISCED level 8).
  博士或等同物（《国际教育标准分类法》8 级）。

Data underlying the report
报告所依据的数据

Reporting staff and leader data
报告员工和领导数据

Reporting staff data  报告员工数据

Reporting leader data  报告领先数据

Staff reports of their own roles in the target group
员工报告自己在目标群体中的角色

Leader reports of roles within their centres
领导报告其中心内的角色

Reporting data on the number of children
报告儿童数量数据

International averages  国际平均值

Symbols used in tables
表格中使用的符号

• a: The question was not administered in the country because it was optional.
  答：该问题未在该国进行管理，因为它是可选的。
• c: There are too few or no observations to provide reliable estimates and/or to ensure the confidentiality of respondents (i.e. there are fewer than 10 centres/leaders and/or 30 staff with valid data and/or the item non-response rate [i.e. ratio of missing or invalid responses to the number of participants for whom the question was applicable] is above $50\mathrm{\%}$$50\mathrm{\%}$50%50 \% ).
  c：观察结果太少或没有，无法提供可靠的估计和/或确保受访者的机密性（即拥有有效数据和/或项目未回复率的少于 10 个中心/领导和/或 30 名工作人员 [即缺失或无效回复与问题适用的参与者人数的比率] 高于 $50\mathrm{\%}$$50\mathrm{\%}$50%50 \% ）。
• m: Data were collected but subsequently removed for technical reasons (e.g. low participation rate) as part of the data adjudication process.
  m：作为数据评审过程的一部分，收集了数据，但随后由于技术原因（例如参与率低）而被删除。
• p: Data were collected but not reported for technical reasons (e.g. low participation rate) as part of the data adjudication process.
  p：作为数据评审过程的一部分，由于技术原因（例如参与率低），收集了数据但未报告。
• w : Data were withdrawn or were not collected at the request of the country concerned.
  w ： 数据被撤回或未应相关国家/地区的要求收集。

Rounding figures  四舍五入数字

Statistically significant differences
统计学上显著的差异

Additional data sources  其他数据源

Abbreviations  缩写

• ECEC early childhood education and care
  幼儿教育和保育
• ISCED International Standard Classification of Education
  《国际教育标准分类法》国际教育标准分类法
• PPP purchasing power parity (i.e. the purchasing power of staff salaries using a common currency [USD] to facilitate cross-country comparisons)
  购买力平价（即使用共同货币 [USD] 的员工工资购买力，以便于进行跨国比较）
• S.D. standard deviation  标准差
• S.E. standard error  SE 标准误差

Further technical documentation
更多技术文档

Reference  参考

Note  注意

Executive summary  摘要

What the data tell us
数据告诉我们什么

Interactions between children, staff and parents/guardians in early childhood education and care centres
幼儿教育和护理中心的儿童、工作人员和家长/监护人之间的互动

• Around $70\mathrm{\%}$$70\mathrm{\%}$70%70 \% of staff report regular use of practices facilitating children’s socio-emotional development (such as encouraging children to help each other) or practices facilitating children’s language development (such as singing songs or rhymes). Specific practices emphasising literacy and numeracy (such as playing with letters or playing number games) are used to a lesser extent.
  周围的 $70\mathrm{\%}$$70\mathrm{\%}$70%70 \% 工作人员报告说，他们经常使用促进儿童社会情感发展的做法（如鼓励儿童互相帮助）或促进儿童语言发展的做法（如唱歌或押韵）。强调识字和算术的特定练习（例如玩字母或玩数字游戏）的使用程度较低。
• Related to this, the ability to co-operate easily with others is at the top of the list of skills and abilities that ECEC staff regard as important for young children to develop.
  与此相关，与他人轻松合作的能力是 ECEC 工作人员认为对幼儿发展很重要的技能和能力列表的首位。
• Exchanging information with parents regarding daily activities and children’s development is common. Smaller percentages of staff report encouraging parents to play and carry out learning activities at home with their children.
  与父母交换有关日常活动和儿童发展的信息是很常见的。较小比例的员工报告说鼓励家长在家中与孩子一起玩耍和开展学习活动。
• In pre-primary education centres, the average size of the target group (defined as the first group of children staff were working with on the last working day before the day of the Survey) varies from 15 children to more than 20 . Staff working with larger groups report using more behavioural support practices (such as asking children to quieten down).
  在学前教育中心，目标群体（定义为工作人员在调查前最后一个工作日与第一批儿童一起工作的儿童）的平均人数从 15 名儿童到 20 多名儿童不等。与大型团体合作的工作人员报告说，他们使用了更多的行为支持做法（例如要求孩子安静下来）。

Teachers, assistants and leaders in early childhood education and care
幼儿教育和保育的教师、助理和领导者

• Staff in the ECEC field have typically completed education beyond secondary school, with Japan, Korea and Turkey having the highest rates of ECEC staff with post-secondary education. Training specifically to work with children is not universal, ranging from $64\mathrm{\%}$$64\mathrm{\%}$64%64 \% of staff in Iceland to $97\mathrm{\%}$$97\mathrm{\%}$97%97 \% of staff in Germany. Staff with more education and training and more responsibility report that they adapt their practices in the classroom or playroom to individual children’s development and interests.
  ECEC 领域的工作人员通常完成了中学以上的教育，其中日本、韩国和土耳其的 ECEC 工作人员受过高等教育的比例最高。专门针对儿童工作的培训并不普遍，从 $64\mathrm{\%}$$64\mathrm{\%}$64%64 \% 冰岛的工作人员到 $97\mathrm{\%}$$97\mathrm{\%}$97%97 \% 德国的工作人员。接受更多教育和培训并承担更多责任的员工报告说，他们根据每个孩子的发展和兴趣调整了他们在教室或游戏室的做法。
• In all countries, a majority of staff (more than 75%) report having participated in professional development activities within the 12 months prior to the Survey, with particularly strong rates of participation in Korea and Norway. However, staff who are less educated tend to participate less in professional development activities.
  在所有国家，大多数员工（超过 75%）报告说在调查前 12 个月内参加过专业发展活动，韩国和挪威的参与率尤其高。然而，受教育程度较低的员工往往较少参与专业发展活动。
• Staff in all countries report feeling more valued by the children they serve and their parents or guardians than by society in general. Satisfaction with salaries is low. Even so, staff report high levels of overall job satisfaction. In several countries, staff who feel that ECEC staff are more valued by society report more use of practices in the classroom or playroom adapted to individual children’s development and interests.
  所有国家的工作人员都表示，他们感到所服务的儿童及其父母或监护人比整个社会更受重视。对薪水的满意度很低。即便如此，员工报告的整体工作满意度很高。在一些国家，认为幼儿保育和教育 教育工作人员更受社会重视的工作人员报告说，在教室或游戏室中更多地使用适合儿童个人发展和兴趣的做法。
• Lack of resources and having too many children in the classroom or playroom are major sources of work-related stress among ECEC staff. For centre leaders, a primary source of work-related stress is having too much administrative work associated with their job. Leaders also report that inadequate resources for the centre and staff shortages are the main barriers to effectiveness.
  缺乏资源和教室或游戏室里有太多孩子是 ECEC 工作人员与工作相关的压力的主要来源。对于中心领导来说，与工作相关的压力的主要来源是与他们的工作相关的太多行政工作。领导们还报告说，该中心资源不足和员工短缺是影响成效的主要障碍。

Early childhood education and care centres and structural features of quality environments
幼儿教育和保育中心与优质环境的结构特征

• ECEC centres are generally characterised as stand-alone buildings. In several countries, co-location with a primary school is associated with more frequent meetings and communication with primary school staff and transition-related activities for parents and guardians.
  幼儿保育和教育中心通常被描述为独立的建筑。在一些国家/地区，与小学共址与更频繁的与小学工作人员的会议和沟通以及家长和监护人的过渡相关活动有关。
• There is little indication that ECEC centres with larger shares of children from socio-economically disadvantaged homes benefit from enhanced structural conditions and services (e.g. higher staff qualifications or a more favourable number of staff per child).
  几乎没有迹象表明，来自社会经济弱势家庭的儿童比例较高的幼儿保育和教育中心受益于更好的结构条件和服务（例如，更高的工作人员资格或每个儿童的工作人员数量更有利）。
• More than a third of centres in Germany, Iceland and Norway have $11\mathrm{\%}$$11\mathrm{\%}$11%11 \% or more children whose first language differs from the language(s) used in the centre, while this is rare in Japan and Korea. In Chile, Germany and Iceland, staff in pre-primary centres with more children who have a different first language also report greater use of activities related to children’s diversity.
  在德国、冰岛和挪威，超过三分之一的幼儿园有 $11\mathrm{\%}$$11\mathrm{\%}$11%11 \% 或更多的儿童的第一语言与幼儿园使用的语言不同，而在日本和韩国这种情况很少见。在智利、德国和冰岛，拥有更多不同母语儿童的学前教育中心的工作人员也报告说，他们更多地使用与儿童多样性相关的活动。

Governance, funding and the quality of early childhood education and care
治理、资金以及幼儿教育和保育的质量

• In participating countries, more than $90\mathrm{\%}$$90\mathrm{\%}$90%90 \% of centres receive government funds. Parents are also involved in the funding of ECEC centres, with more than 60% of centres receiving funds from parents in all countries surveyed except Chile and Iceland.
  在参与国，超过 $90\mathrm{\%}$$90\mathrm{\%}$90%90 \% 一个中心获得政府资金。家长也参与了幼儿保育和教育中心的资助，除智利和冰岛外，在接受调查的所有国家，超过 60% 的中心从家长那里获得资金。
• Staff across countries and levels of education concur that reducing group size, improving staff salaries and receiving support for children with special needs are important spending priorities. Having opportunities for high-quality professional development also appears as a top priority for staff, particularly in centres for children under age 3.
  不同国家和不同教育层次的工作人员都认为，减少小组规模、提高工作人员工资和为有特殊需要的儿童提供支持是重要的支出重点。拥有高质量专业发展的机会似乎也是工作人员的首要任务，尤其是在 3 岁以下儿童中心。
• The share of privately managed centres varies from $10\mathrm{\%}$$10\mathrm{\%}$10%10 \% in Israel to $70\mathrm{\%}$$70\mathrm{\%}$70%70 \% in Germany. Privately managed centres benefit from more autonomy in the management of budget and human resources. Publicly managed centres are more likely to be located in more rural areas than privately managed centres in almost all countries surveyed.
  私人管理的中心的份额从 $10\mathrm{\%}$$10\mathrm{\%}$10%10 \% 以色列到 $70\mathrm{\%}$$70\mathrm{\%}$70%70 \% 德国不等。私人管理中心在预算和人力资源管理方面享有更大的自主权。在几乎所有接受调查的国家中，公共管理的中心比私人管理的中心更有可能位于更多的农村地区。
• Monitoring activities tend to focus more frequently on assessing the facilities and financial situation of centres than on the quality of interactions between staff and children (i.e. process quality). More than 20% of leaders in Germany and Japan report that their centres have never been evaluated on process quality.
  监测活动往往更频繁地侧重于评估中心的设施和财务状况，而不是工作人员和儿童之间的互动质量（即过程质量）。在德国和日本，超过 20% 的领导者表示，他们的中心从未接受过过程质量评估。

What TALIS Starting Strong implies for policies
TALIS Start Strong 对策略意味着什么

1. Promoting practices that foster children’s learning, development and well-being: This points to pre-service and in-service education and training programmes that can support staff in their use of relevant practices, well designed curriculum frameworks, and flexible organisation of activities that ensure interactions of staff with small groups of children.
   促进促进儿童学习、发展和福祉的做法：这表明职前和在职教育和培训计划可以支持员工使用相关做法、精心设计的课程框架以及灵活的活动组织，以确保员工与小团体儿童的互动。
2. Attracting and retaining a high-quality workforce: This points to policies that can raise the status of the profession through adequate salaries, reduced sources of instability and stress, and access to relevant and flexible professional development opportunities.
   吸引和留住高素质的劳动力：这表明可以通过适当的工资、减少不稳定和压力的来源以及获得相关和灵活的专业发展机会来提高该行业地位的政策。
3. Giving a strong start to all children: This points to policies that ensure access to high quality ECEC for children facing greater barriers, prepare staff to adapt their practices to the needs of children with different characteristics, and allocate resources to provide additional support where required.
   为所有儿童提供一个良好的开端：这表明政策应确保面临更大障碍的儿童获得高质量的 ECEC，让工作人员做好准备以适应具有不同特征的儿童的需求，并分配资源以在需要时提供额外的支持。
4. Ensuring smart spending in view of complex governance and service provision: This points to policies to identify and agree on the spending priorities, develop assessment and monitoring frameworks that support quality, and empower ECEC centre leaders.
   鉴于复杂的治理和服务提供，确保明智的支出：这表明需要制定政策来确定和商定支出优先事项，制定支持质量的评估和监测框架，并赋予 ECEC 中心领导权力。

What is TALIS Starting Strong?
什么是 TALIS Beginning Strong？

Introduction  介绍

Which countries participate in TALIS Starting Strong?
哪些国家/地区参与了 TALIS Start Strong？

What is TALIS Starting Strong about?
TALIS Start Strong 是什么？

• process quality (the quality of interactions between staff and children and staff and parents/guardians, as well as among children)
  流程质量（员工与儿童之间、员工与家长/监护人之间以及儿童之间的互动质量）
• monitoring of children’s learning, development and well-being
  监测儿童的学习、发展和福祉
• background and initial preparation of staff and leaders
  员工和领导者的背景和初步准备
• professional development for staff and leaders
  员工和领导者的专业发展
• staff and leader well-being
  员工和领导者的福祉
• professional beliefs about children’s learning, development and well-being
  关于儿童学习、发展和福祉的专业信念
• staff self-efficacy  员工自我效能感
• structural quality (i.e. available physical, human, and material resources), pedagogical and administrative leadership
  结构质量（即可用的物质、人力和物质资源）、教学和行政领导
• climate  气候
• stakeholder relations.  利益相关者关系。

What are the key features of the TALIS Starting Strong design?
达丽思 Starting Strong 设计的主要特点是什么？

• Target sample size: Minimum of 180 ECEC settings per country and level of ECEC (pre-primary education and settings serving children under age 3).
  目标样本量：每个国家和 ECEC 级别（学前教育和为 3 岁以下儿童服务的环境）至少 180 个 ECEC 环境。
• Target response rate for staff: $75\mathrm{\%}$$75\mathrm{\%}$75%75 \% of the sampled ECEC settings, together with a $75\mathrm{\%}$$75\mathrm{\%}$75%75 \% response rate from staff within participating ECEC settings. An ECEC setting is considered to have participated if $50\mathrm{\%}$$50\mathrm{\%}$50%50 \% of sampled staff within the setting responded to at least one question in the Survey.
  工作人员的目标反应率： $75\mathrm{\%}$$75\mathrm{\%}$75%75 \% 采样的 ECEC 设置，以及参与 ECEC 设置中工作人员 $75\mathrm{\%}$$75\mathrm{\%}$75%75 \% 的反应率。如果 ECEC 设置内的抽样员工回答了调查中的至少一个问题，则 $50\mathrm{\%}$$50\mathrm{\%}$50%50 \% 认为该设置已参与。
• Target response rate for leaders: 75% of the sampled leaders in the country.
  领导者的目标回复率：该国 75% 的抽样领导者。
• Questionnaires: Separate questionnaires for staff and leaders, each requiring approximately 45 minutes to complete. In addition, a combined questionnaire was used for staff in very small centres (i.e. with only one staff member or with only one main teacher and assisting staff) that included suitable questions from both the staff questionnaire and the leader questionnaire.
  问卷：员工和领导的单独问卷，每份问卷大约需要 45 分钟才能完成。此外，对非常小的中心（即只有一名工作人员或只有一名主要教师和协助人员）的工作人员使用了一份综合问卷，其中包括来自员工问卷和领导问卷的适当问题。
• Mode of data collection: Questionnaires were completed on paper or online.
  数据收集方式： 问卷以纸质或在线方式完成。
• Survey windows: March to May 2018 for countries participating on a Northern Hemisphere schedule and August to October 2018 for countries participating on a Southern Hemisphere schedule (with some extensions in both cases).
  调查窗口：2018 年 3 月至 5 月（北半球计划参与国家）和 2018 年 8 月至 10 月（南半球计划国家/地区）（两种情况都有一些延长）。

What kinds of results does TALIS Starting Strong provide?
TALIS Start Strong 提供什么样的结果？

How is this report organised?
本报告是如何组织的？

• Chapter 1 gives readers an overview of the main findings and policy implications of the report.
  第 1 章概述了该报告的主要发现和政策影响。
• Chapter 2 presents the rich information on practices used by staff with groups of children in ECEC and examines the types of interactions between staff and children and staff and parents/guardians that comprise process quality. It also discusses how activities are organised within groups, in terms of the size of the group and the number of staff available, as well as how the workforce adapts practices to support children with different backgrounds and needs.
  第 2 章介绍了 ECEC 中工作人员与儿童群体使用的做法的丰富信息，并研究了工作人员与儿童之间以及工作人员与家长/监护人之间构成过程质量的互动类型。它还讨论了如何在团体内组织活动，根据团体的规模和可用的员工数量，以及工作人员如何调整实践以支持具有不同背景和需求的儿童。
• Chapter 3 describes the ECEC workforce in terms of age, gender, pre-service training and participation in ongoing professional development. It also gives a profile of the working conditions staff report, including their contractual status, working hours, sources of work stress and job satisfaction. Recognising that interactions between children and staff are crucial to the quality of early childhood settings, the chapter explores how characteristics of the workforce are associated with process quality.
  第 3 章从年龄、性别、职前培训和参与持续专业发展方面描述了 ECEC 劳动力。它还提供了工作条件工作人员报告的概况，包括他们的合同状态、工作时间、工作压力的来源和工作满意度。认识到儿童和工作人员之间的互动对幼儿环境的质量至关重要，本章探讨了劳动力的特征如何与流程质量相关联。
• Chapter 4 examines characteristics of ECEC centres: where the centres are located; what types of centres exist; how many staff they employ; and which children they serve. It explores how centre characteristics are associated with staff qualifications and different staff practices, including support for process quality.
  第 4 章研究了幼儿保育和教育中心的特点：中心的位置;存在哪些类型的中心;他们雇用了多少员工;以及他们为哪些儿童服务。它探讨了中心特征如何与员工资格和不同的员工实践相关联，包括对流程质量的支持。
• Chapter 5 presents an overview of the funding and governance structure of ECEC centres and explores centre leaders’ perceptions of effective management and sources of stress. The chapter also looks at the associations between centre governance and staff’s level of education, perceptions on spending priorities, support for professional development, process quality, and enrolment of children from different socio-economic backgrounds.
  第 5 章概述了 ECEC 中心的资金和治理结构，并探讨了中心领导对有效管理的看法和压力来源。本章还研究了中心治理与员工教育水平、对支出优先事项的看法、对专业发展的支持、过程质量以及来自不同社会经济背景的儿童入学之间的关联。
• Annex A contains information about the ECEC systems in each of the nine participating countries, which is drawn from sources outside of TALIS Starting Strong.
  附件 A 包含有关九个参与国中每个国家的 ECEC 系统的信息，这些信息来自 TALIS Start Strong 以外的来源。
• Annex B contains information about the TALIS Starting Strong target populations, the samples and a summary of the adjudication outcomes for each sample, along with cautionary notes about interpretation of the results, when necessary.
  附件 B 包含有关 TALIS Starting Strong 目标人群、样本和每个样本的裁决结果摘要的信息，以及必要时关于结果解释的警告说明。
• Annex C contains information about complex variables derived from the staff and leader questionnaires that are analysed in the report and statistical methods used to analyse the data.
  附件 C 包含有关从报告中分析的员工和领导问卷得出的复杂变量的信息，以及用于分析数据的统计方法。
• Annex D contains the full list of online results tables.
  附件 D 包含在线结果表的完整列表。
• Annex E lists the members of the OECD Extended ECEC Network, managers in the TALIS Starting Strong national study centres, members of the OECD Secretariat, members of the TALIS Starting Strong International Consortium and members of TALIS Starting Strong expert groups.
  附件 E 列出了经合组织 （OECD） 扩展幼儿保育教育网络 （OECD Extended ECEC Network） 的成员、TALIS Starting Strong 国家学习中心的管理人员、经合组织秘书处成员、TALIS Starting Strong 国际联盟成员以及 TALIS Starting Strong 专家组的成员。

References  引用

1 Policy implications of the 2018 Starting Strong Teaching and Learning International Survey
1 2018 年 Start-Strong Teaching and Learning 国际调查的政策影响

The report on the results of the 2018 Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) focuses on the quality of early childhood education and care (ECEC) environments. This first volume examines multiple factors that can affect children’s learning, development and well-being, from those that are close to children’s everyday lives to those that are more distant. This chapter provides an overview of the main findings presented in this volume and then discusses policy implications that countries can consider to raise the quality of ECEC environments.
2018 年 Start Strong Teaching and Learning 国际调查 （TALIS Starting Strong） 的结果报告侧重于幼儿教育和护理 （ECEC） 环境的质量。第一卷研究了可能影响儿童学习、发展和福祉的多种因素，从那些与儿童日常生活密切相关的因素到那些更遥远的因素。本章概述了本卷中介绍的主要发现，然后讨论了各国可以考虑提高 ECEC 环境质量的政策影响。

• explore the characteristics of the ECEC workforce and ECEC settings
  探索 ECEC 劳动力和 ECEC 环境的特点
• investigate the factors that can support quality
  调查可以支持质量的因素
• compare early childhood settings and staff practices within and across countries to identify policy strategies to improve ECEC provision for all children.
  比较国家内部和国家之间的幼儿环境和工作人员做法，以确定改善为所有儿童提供 ECEC 的政策策略。

Figure 1.1. Framework for the analysis of the quality of ECEC environments in TALIS Starting Strong
图 1.1.TALIS Start Strong 中 ECEC 环境质量分析的框架

Children in early childhood education and care centres
幼儿教育和护理中心的儿童

How many children participate in ECEC?
有多少儿童参加 ECEC？

Which other children do they meet at their centres?
他们在他们的中心遇到了哪些其他孩子？

Figure 1.2. Enrolment in early childhood education and care, 2017
图 1.2.2017 年幼儿教育和保育入学人数

What do children learn and do?
孩子们学什么和做什么？

With which staff do children interact at their centres?
儿童在他们的中心与哪些工作人员互动？

Where are children's centres located?
儿童中心位于何处？

How much is spent per child?
每个孩子消费多少？

Ensuring quality of early childhood education and care systems: Policy implications
确保幼儿教育和保育系统的质量：政策影响

• promote practices that foster children’s learning, development and well-being
  促进促进儿童学习、发展和福祉的做法
• attract and retain a high-quality workforce
  吸引和留住高素质的员工队伍
• give a strong start to all children
  让所有孩子都有一个良好的开端
• ensure smart spending in view of complex governance and service provision.
  鉴于复杂的治理和服务提供，确保智能支出。

Promote practices that foster children's learning, development and well-being
促进促进儿童学习、发展和福祉的做法

Country examples: For pre-primary education, Korea appears to combine a well-trained workforce on various aspects, including engaging parents and guardians, facilitating children’s transition across levels of education, ensuring that a large percentage of staff benefit from professional development and broad use of practices to support children’s learning, development and well-being in a holistic way (Table 1.1 , Indicators 1 to 18 ). Norway shares similar patterns to some extent, but with a large share of staff with relatively low levels of education combined with high participation in professional development.
国家实例：在学前教育方面，韩国似乎在各个方面都结合了训练有素的劳动力，包括让家长和监护人参与进来，促进儿童跨层次教育的过渡，确保很大一部分工作人员受益于专业发展和广泛使用实践，以全面支持儿童的学习、发展和福祉（表 1.1 ， 指示器 1 到 18 ）。挪威在某种程度上具有相似的模式，但大部分员工受教育程度相对较低，并且对专业发展的参与度很高。

Design high-quality pre-service and in-service training programmes to shape staff practices
设计高质量的职前和在职培训计划，以塑造员工实践

Support engagement with parents
支持与家长互动

Facilitate children's transitions across levels of education
促进儿童跨教育阶段的过渡

Attract and retain a high-quality workforce
吸引和留住高素质的员工队伍

Raise the status of the profession
提升专业地位

Reduce sources of instability and stress
减少不稳定和压力的来源

Policy pointer 7: Engage in dialogue with ECEC professionals to identify sources of work stress and develop strategies to alleviate them
政策指针 7：与 ECEC 专业人士进行对话，以确定工作压力的来源并制定缓解压力的策略

Ensure equal access to relevant professional development
确保平等获得相关专业发展的机会

Policy pointer 8: Compensate for staff absence to allow time to participate in professional development and encourage flexible forms of training
政策指针 8：补偿员工缺勤，让员工有时间参与专业发展，并鼓励灵活的培训形式

Give a strong start to all children
为所有孩子提供良好的开端

Ensure equal access to high-quality ECEC for all children
确保所有儿童都能平等获得高质量的幼儿保育教育

Policy pointer 11: Ensure consistent quality across public and private ECEC centres and support access to both types of settings for all families
政策指针 11：确保公立和私立 ECEC 中心的质量一致，并支持所有家庭使用这两种类型的环境

Prepare staff and leaders to adapt practices to children's diverse backgrounds and needs
让员工和领导者做好准备，以适应儿童的不同背景和需求

Allocate resources to provide additional support to those who need it most
分配资源，为最需要的人提供额外的支持

Policy pointer 13: Attract staff with high levels of relevant training to centres with higher shares of children from socio-economically disadvantaged homes
政策指针 13：吸引接受过高水平相关培训的工作人员到来自社会经济弱势家庭的儿童比例较高的中心

Ensure smart spending in view of complex governance and service provision
鉴于复杂的治理和服务提供，确保明智的支出

Identify the priorities for spending allocations
确定支出分配的优先级

Ensure that monitoring meets quality improvement and accountability needs
确保监控满足质量改进和问责需求

Policy pointer 15: Ensure that quality standards and monitoring systems are guided by a clear regulatory framework that considers process quality
政策指针 15：确保质量标准和监测系统以考虑过程质量的明确监管框架为指导

Empower ECEC centre leaders
为 ECEC 中心领导者赋能

1. The median (target) group size across participating countries is 18 for pre-primary education centres and 12 for centres for children under age 3.
   参与国的学前教育中心（目标）群体规模中位数为 18 人，3 岁以下儿童中心为 12 人。
   *Estimates for sub-groups and estimated differences between sub-groups in the TALIS Starting Strong 2018 data need to be interpreted with care. See Annex B for more information.
   *需要谨慎解释 TALIS Starting Strong 2018 数据中子组的估计值和子组之间的估计差异。有关更多信息，请参见附件 B。
   ** Low response rates in the survey may result in biases in the estimates reported and limit the comparability of the data.
   ** 调查中的低回复率可能会导致报告的估计值出现偏差，并限制数据的可比性。
   Notes: The table highlights the top three countries (dark blue), the bottom three countries (light blue) and the two countries in the middle (medium blue) for the eight countries with data for pre-primary education (ISCED 02) that met the TALIS Starting Strong standard participation rates. These groupings were applied without consideration to statistically significant differences between countries or to the specific policy contexts within each country. More detailed information on each of these indicators is available throughout this report.
   注：该表突出显示了符合教学指导 （TALIS Starting） 标准参与率的学前教育数据（ISCED 02）的前三个国家（深蓝色）、后三个国家（浅蓝色）和中间的两个国家（中蓝色）。这些分组的应用没有考虑国家之间的统计显着差异或每个国家/地区内的特定政策背景。本报告提供了有关这些指标的更多详细信息。
   Source: TALIS Starting Strong 2018 database.
   资料来源：TALIS Starting Strong 2018 数据库。

• Estimates for sub-groups and estimated differences between sub-groups in the TALIS Starting Strong 2018 data need to be interpreted with care. See Annex B for more information.
  需要谨慎解释 TALIS Starting Strong 2018 数据中子组的估计值和子组之间的估计差异。有关更多信息，请参见附件 B。
  ** Low response rates in the survey may result in biases in the estimates reported and limit the comparability of the data.
  ** 调查中的低回复率可能会导致报告的估计值出现偏差，并限制数据的可比性。
  Notes: The table highlights the top three countries (dark blue), the bottom three countries (light blue) and the two countries in the middle (medium blue) for the eight countries with data for pre-primary education (ISCED 02) that met the TALIS Starting Strong standard participation rates. These groupings were applied without consideration to statistically significant differences between countries or to the specific policy contexts within each country. More detailed information on each of these indicators is available throughout this report.
  注：该表突出显示了符合教学指导 （TALIS Starting） 标准参与率的学前教育数据（ISCED 02）的前三个国家（深蓝色）、后三个国家（浅蓝色）和中间的两个国家（中蓝色）。这些分组的应用没有考虑国家之间的统计显着差异或每个国家/地区内的特定政策背景。本报告提供了有关这些指标的更多详细信息。
  Source: TALIS Starting Strong 2018 database.
  资料来源：TALIS Starting Strong 2018 数据库。

References  引用

2

Interactions between children, staff and parents/guardians in early childhood education and care centres
幼儿教育和护理中心的儿童、工作人员和家长/监护人之间的互动

Key messages  关键信息

• Among the range of practices used by staff with children at the centre level, around $70\mathrm{\%}$$70\mathrm{\%}$70%70 \% of staff report wide use of practices facilitating children’s socio-emotional development (such as talking with children about feelings and encouraging children to help each other) or practices facilitating children’s language and literacy development (such as encouraging children to talk to each other and singing songs or rhymes). Specific practices emphasising literacy and numeracy (such as playing with letters or playing number games) are used to a lesser extent. For instance, in centres for pre-primary education in Iceland, Japan, and Norway, there is a large gap between the percentages of staff who report that encouraging children to talk to each other and playing number games apply “a lot” in their centre. In Chile, Korea and Turkey, this gap is smaller, suggesting a more comprehensive approach to children’s learning, development and well-being.
  在中心一级照顾儿童的工作人员使用的一系列做法中，大约 $70\mathrm{\%}$$70\mathrm{\%}$70%70 \% 一些工作人员报告说，广泛使用促进儿童社会情感发展的做法（如与儿童谈论感受和鼓励儿童互相帮助）或促进儿童语言和识字发展的做法（如鼓励儿童相互交谈和唱歌或押韵）。强调识字和算术的特定练习（例如玩字母或玩数字游戏）的使用程度较低。例如，在冰岛、日本和挪威的学前教育中心，报告说鼓励孩子相互交谈和玩数字游戏在他们的中心“非常”适用的工作人员百分比之间存在很大差距。在智利、韩国和土耳其，这一差距较小，这表明对儿童的学习、发展和福祉采取了更全面的方法。
• Practices that engage families and guardians in early childhood education and care (ECEC) centres are well established. Exchanging information with parents regarding daily activities and children’s development, and well-being is even more common in centres for children under age 3 than in centres for older children. Smaller percentages of staff report encouraging parents to play and carry out learning activities at home with their children. Korea appears to combine a large use of practices to inform parents and also to engage them in children’s development, while practices to engage parents could be further developed in Israel, for both pre-primary centres and centres for children under age 3.
  让家庭和监护人参与幼儿教育和护理 （ECEC） 中心的做法已经很成熟。与 3 岁以下儿童中心就日常活动、儿童发展和福祉交换信息，比在年龄较大的儿童中心更为普遍。较小比例的员工报告说鼓励家长在家中与孩子一起玩耍和开展学习活动。韩国似乎将大量使用实践来告知家长并让他们参与儿童的发展相结合，而以色列可以进一步发展让家长参与的实践，包括学前教育中心和 3 岁以下儿童中心。
• In many countries, the ability to co-operate easily with others is at the top of the list of skills and abilities that ECEC staff regard as important for young children to develop. Also among the skills staff consider “of high importance” are oral language skills, the ability to inquire and explore based on children’s own curiosity and the ability to think creatively. Among skills staff consider as of lesser importance are the foundational cognitive skills valued in schools and further education, such as reading, writing, numeracy and science. Associations between beliefs in a particular skill (socio-emotional, literacy or numeracy) and practices to develop this skill are strong in all countries.
  在许多国家，与他人轻松合作的能力是 ECEC 工作人员认为对幼儿发展很重要的技能和能力清单的首位。工作人员认为“非常重要”的技能还包括口语技能、根据孩子自己的好奇心进行询问和探索的能力以及创造性思考的能力。工作人员认为不太重要的技能包括学校和继续教育中重视的基本认知技能，例如阅读、写作、算术和科学。对特定技能（社会情感、识字或算术）的信念与发展这项技能的做法之间的关联在所有国家都很强。
• In pre-primary education centres, the size of the target group (defined as the first group of children staff were working with on the last working day before the day of the Survey) varies from 15 children on average in Denmark (with low response rates), Germany, Iceland, Korea, Norway and Turkey to more than 20 in Chile, Israel and Japan. In centres for younger children, the size of the target group is slightly smaller. There are substantial variations within countries. Staff working with larger groups report more behavioural support practices (such as asking children to quieten down) and, to some extent, adapt their practices to children’s needs (such as explaining how a new activity relates to children’s lives).
  在学前教育中心，目标群体（定义为工作人员在调查前最后一个工作日与儿童一起工作的第一批儿童）的规模从丹麦（回复率低）、德国、冰岛、韩国、挪威和土耳其的平均 15 名儿童到智利的 20 多名儿童不等。 以色列和日本。在年幼儿童中心，目标群体的规模略小。国家内部存在很大差异。与大型团体合作的工作人员报告了更多的行为支持做法（例如要求孩子安静下来），并且在某种程度上，根据孩子的需求调整他们的做法（例如解释新活动与孩子生活的关系）。
• In several participating countries, large percentages of staff work with groups that include a diversity of children, such as children from socio-economically disadvantaged homes or children whose first language is different from the language(s) used in the centre. Staff report that they adapt their practices to the composition of the group of children. Large percentages of staff and leaders report that it is important to learn about other cultures and that is it common to use books featuring a variety of cultural groups. However, concrete practices, such as getting children to sometimes play with toys from minority cultures, are less widespread in almost all countries, but particularly in Germany, Japan and Norway.
  在一些参与国，很大一部分工作人员与包括各种儿童的群体一起工作，例如来自社会经济弱势家庭的儿童或第一语言与中心使用的语言不同的儿童。工作人员报告说，他们根据儿童群体的构成调整了他们的做法。很大一部分员工和领导者报告说，了解其他文化很重要，而使用以各种文化群体为特色的书籍是很常见的。然而，具体的做法，例如让孩子有时玩少数民族文化的玩具，在几乎所有国家都不太普遍，尤其是在德国、日本和挪威。

Introduction  介绍

• how staff interact with children and their parents
  工作人员如何与孩子及其父母互动
• how daily activities are organised by groups (size of the group, number of staff and composition of the group)
  按小组组织日常活动的方式（小组规模、员工人数和小组构成）
• how this organisation of work with a group and the composition of the group can be linked to the practices used.
  这种与小组的工作组织以及小组的组成如何与所使用的实践联系起来。

Insights from research and policy evidence
来自研究和政策证据的见解

• practices facilitating children’s language, literacy and numeracy development
  促进儿童语言、识字和算术发展的实践
• practices facilitating children’s socio-emotional development
  促进儿童社会情感发展的实践
• practices facilitating group organisation and individual support
  促进团体组织和个人支持的做法
• practices facilitating engagement of parents or guardians in the development and well-being of their children and their participation in the activities of the centre.
  促进父母或监护人参与其儿童的成长和福祉以及他们参与中心活动的做法。

Figure 2.1. Framework for the analysis of practices affecting children’s learning, development and well-being in TALIS Starting Strong
图 2.1.影响 TALIS 儿童学习、发展和福祉的实践分析框架 Start Strong

Supporting children's learning, development and well-being through practices
通过实践支持儿童的学习、发展和福祉

• The Survey inquires about the extent to which respondents consider that each practice is used by staff in their centre, asking respondents to mark one choice among four options: “not at all”, “very little”, “to some extent” or “a lot”. Asking staff questions about practices that are used in the centre, rather than practices that they are using themselves, can limit social desirability bias, but it can elicit less information and variation on individual practices used by staff.
  调查询问受访者在多大程度上认为其中心的工作人员使用每种诊所，并要求受访者在四个选项中选择一个：“完全没有”、“非常少”、“在某种程度上”或“很多”。向工作人员询问有关中心使用的做法的问题，而不是他们自己使用的做法，可以限制社会期望偏差，但它可能会获得较少的信息和工作人员使用的个人做法的差异。
• The Survey also inquires about the frequency with which staff use each practice with the first group of children they were working with on the last working day before the day of the Survey (known, for the purposes of the Survey, as the target group). Respondents are asked to mark one choice among four options: “never or almost never”, “occasionally”, “frequently” or “always or almost always”. Taking a specific example and asking staff to report on a specific situation they have experienced can also reduce social desirability bias, but it can elicit information that is not necessarily representative of the way individual staff usually work with children.
  调查还询问了工作人员在调查前最后一个工作日对他们工作的第一批儿童（为调查目的而言，称为目标群体）使用每种诊所的频率。受访者被要求在四个选项中选择一个：“从不或几乎从不”、“偶尔”、“经常”或“总是或几乎总是”。举一个具体的例子，并要求工作人员报告他们所经历的具体情况，也可以减少社会期望偏差，但它可能会引出不一定代表个别工作人员通常与儿童打交道的方式的信息。
• Finally, the Survey inquires about what staff would do in concrete daily work situations. These questions present respondents with real-life professional contexts and possible ways to address a specific situation, asking them to indicate how likely they would be to use each response in that particular situation. By asking respondents what they would actually do, rather than asking about their agreement with a certain way of acting, these questions can limit both cultural and social desirability biases. However, these questions cover a limited range of practices.
  最后，调查询问员工在具体的日常工作情况下会做什么。这些问题向受访者展示了现实生活中的专业背景和解决特定情况的可能方法，要求他们指出在特定情况下使用每个回答的可能性有多大。通过询问受访者他们实际上会做什么，而不是询问他们对某种行为方式的同意，这些问题可以限制文化和社会期望偏差。然而，这些问题涵盖的实践范围有限。

Effective practices  有效的做法

Figure 2.2. Practices facilitating language, literacy, numeracy and socio-emotional development
图 2.2.促进语言、识字、算术和社会情感发展的实践
Percentage of pre-primary education (ISCED 02) staff indicating that the following practices apply “a lot” to staff in the centre, average of participating countries
学前教育（ISCED 02）工作人员表示以下做法“非常”适用于中心的工作人员的百分比，参与国的平均值

Figure 2.3. Practices for group organisation and individual support to children
图 2.3.为儿童提供小组组织和个人支持的做法
Percentage of pre-primary education (ISCED 02) staff indicating that they “always or almost always” use the following practices when working with the target group of children, average of participating countries
学前教育（ISCED 02）工作人员表示在与儿童目标群体合作时“总是或几乎总是”使用以下做法的百分比，参与国的平均水平

Source: TALIS Starting Strong 2018 database.
资料来源：TALIS Starting Strong 2018 数据库。
StatLink 케ाइ人 https://doi.org/10.1787/888934010204
Figure 2.4. Stated goals in the curriculum framework
图 2.4.课程框架中的既定目标
Percentage of countries participating in TALIS Starting Strong for which each statement applies, pre-primary education
各声明适用的 TALIS Start Strong 参与计划的国家百分比：学前教育

Similarities and differences in practices used by staff of different countries
不同国家工作人员使用的做法的异同

• Estimates for sub-groups and estimated differences between sub-groups need to be interpreted with care. See Annex B for more information.
  需要谨慎解释亚组的估计值和子组之间的估计差异。有关更多信息，请参见附件 B。
  ** Low response rates in the survey may result in biases in the estimates reported and limit the comparability of the data.
  ** 调查中的低回复率可能会导致报告的估计值出现偏差，并限制数据的可比性。
  Note: A total of six practices are considered for the ranking for pre-primary-education centres and for centres for children under age 3, corresponding to questions 41 a) to 41 f) of the staff TALIS Starting Strong questionnaire.
  注：学前教育中心和 3 岁以下儿童中心的排名共考虑了六种做法，对应于员工 TALIS Starting Strong 问卷的问题 41 a） 至 41 f）。
  Source: TALIS Starting Strong 2018 database (Table D.2.2).
  资料来源：TALIS 2018 年 Starting Strong 数据库（表 D.2.2）。

• Supporting prosocial behaviour: Two 3-year-old children are independently playing with building blocks. Child A has taken almost all the building blocks and is building things. Child B is shy, looks a bit sad and is struggling with his/her constructions. What would you do?
  支持亲社会行为：两个 3 岁的孩子独立玩积木。孩子 A 几乎拿走了所有的构建块，并且正在构建东西。孩子 B 很害羞，看起来有点悲伤，并且正在为他/她的结构而苦苦挣扎。你会怎么做？
• Supporting child-directed play: Suppose that five 3-year-old children are playing with different toys of their choosing. In an ideal situation, where you could choose what to do during this time, what would you do?
  支持儿童导向的游戏：假设 5 个 3 岁的孩子正在玩他们选择的不同玩具。在理想情况下，您可以选择在这段时间内做什么，您会怎么做？

Figure 2.5. Gap in the use of practices facilitating numeracy and socio-emotional development
图 2.5.在利用促进计算能力和社会情感发展的实践方面存在差距
Percentage of staff indicating that the practice applies “a lot” to staff in the centre
表示这种做法“很多”适用于中心员工的员工百分比

• Estimates for sub-groups and estimated differences between sub-groups need to be interpreted with care. See Annex B for more information. Note: Countries are ranked according to the percentages of staff indicating that the two following practices apply “a lot” to staff in the centre “Encourage children to talk to each other” and “Play number games”.
  需要谨慎解释亚组的估计值和子组之间的估计差异。有关更多信息，请参见附件 B。注：国家/地区根据表明以下两种做法“非常”适用于中心工作人员的工作人员百分比进行排名，即“鼓励儿童相互交谈”和“玩数字游戏”。
  Source: TALIS Starting Strong 2018 database (Table D.2.1).
  资料来源：TALIS 2018 年强劲起步数据库（表 D.2.1）。