TALIS Starting Strong 2018 Framework

Staff-child interaction

• Process quality of staff-child interactions
  • Beliefs about enhancing the development of children’s abilities and skills
  • Engagement in collaborative professional practices
  • Facilitating numeracy learning
  • Facilitating play and child-initiated activities
  • Facilitating prosocial behavior
  • Language stimulation and support for literacy learning
  • Staff emotional support for children
  • Content of professional development and need for further development regarding process quality of staff-child interactions
  • Pedagogical practices with second-language learners
  • Self-efficacy regarding process quality of staff-child interaction
  • Time spent on process quality
• Monitoring children’s development, well-being and learning
  • Content of pre-service education regarding assessment and monitoring
  • Content of professional development and need for further development regarding assessment and monitoring
  • Self-efficacy regarding the assessment and monitoring of children
  • Time spent on the assessment and monitoring of children
  • Staff engagement in collaborative professional practices related to the assessment and monitoring of children

ECEC center characteristics

• Structural quality characteristics
  • Center total enrollment and capacity
  • Composition of children in the target group
  • Composition and role of staff in the target group
  • Center staff human resources
  • Resource shortages, including staff, ICT, materials or physical space
  • Staff attrition and turnover
  • Center funding and budget constraints
  • Center location and neighborhood environment

• Pedagogical and administrative leadership
  • Appraisal and feedback
  • Beliefs about leader and pedagogical leadership
  • Budget constraints
  • Center evaluation
  • Center staff resources
  • Distributed leadership
  • Distribution of tasks
  • Pedagogical leadership
  • Regulation constraints
  • Resources for professional development
  • Staff shortages
  • Time spent on pedagogical and administrative leadership

• Climate
  • Climate for staff learning
  • Distributed leadership
  • Number of working hours
  • Shared culture
  • Staff engagement in center
  • Time spent on tasks related to ECEC center upkeep (e.g. cleaning)
  • Sources of work stress
  • Staff beliefs about spending priorities

• Stakeholder relations
  • Parent or guardian engagement
  • Relationships with other stakeholders (e.g. parents or guardians, social services, schools, community centers)
  • Outreach to other stakeholders (e.g. parents or guardians, social services, community centers)
  • Transition to other education levels or primary school

Leader and staff characteristics

• Background and initial preparation
  • Age
  • Content of pre-service education program
  • Characteristics of education and initial preparation program
  • Qualifications gained from education and initial preparation program
  • Educational attainment
  • Employment status
  • Gender
  • Place of birth background
  • Work experience

• Professional development
  • Type of induction activity
  • Participation in professional development activities
  • Type and content of professional development
  • Incentives and resources for participation in professional development
  • Barriers to professional development
  • Staff needs for further professional development
  • Staff beliefs about spending priorities

• Well-being
  • Career aspirations
  • Career satisfaction
  • Satisfaction with profession
  • Perception of the value of the profession
  • Satisfaction with autonomy, ECEC center, work environment and working conditions
  • Sources of work stress

• Professional beliefs about children’s development, well-being and learning
  • Beliefs about enhancing the development of children’s abilities and skills
  • Staff beliefs about spending priorities

• Self-efficacy
  • Relating to equity and diversity practices
  • Regarding process quality of staff-child interaction
  • Regarding the assessment and monitoring of children
  • Regarding shortage of resources (staff, ICT, materials, physical space)

Intersecting themes

• Equity and diversity in the child group
  • Composition of children in center
  • Composition of children in target group
  • Approaches to diversity
  • Pedagogical practices with second-language learners
  • Content of professional development and need for further development regarding equity and diversity
  • Self-efficacy relating to equity and diversity practices