Peer-reviewed article
Quality in early childhood education and care: relationships with pedagogical dynamics profiles
Natalie Nóbrega Santos, Mónica Pereira, Lourdes Mata, Sónia Cabral, Carla Fernandes et al. ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study surveyed 757 Portuguese educators who work with children aged 3 to 6. It used a statistical method to group their classroom practices into four profiles, based on how routines run, how much say children have, and how indoor and outdoor spaces are used. It then compared how educators in each profile rated the quality of their educational environment. Profiles with more structured routines, shared or child-led decision-making, and joined-up indoor and outdoor use were linked to higher perceived quality.
Key points
- 757 Portuguese preschool educators completed the EduIn&Out Organization of ECEC Environments Questionnaire.
- Four profiles were identified: Constrained-Fragmented, Balanced-Neutral, Collaborative-Integrated and Participatory-Dynamic.
- The Constrained-Fragmented profile had unstable routines, mostly adult-led activities and indoor-centered practice.
- The Participatory-Dynamic profile had dynamic routines, child-led agency and outdoor-oriented practice.
- Profiles with more structured routines, collaborative or child-led agency and more indoor-outdoor integration were linked to higher perceived environment quality.
Limitations
Quality is based on educators' own perceptions through a questionnaire, not on independent observation or on measured outcomes for children. The cross-sectional design means the findings show associations, not that any practice causes higher quality.
Abstract
Introduction Research has consistently highlighted key pedagogical dynamics that shape children's engagement, exploration, and learning. Crucial elements include the flow of daily routines, opportunities for child agency and participation, and the intentional integration of indoor and outdoor learning contexts. The aim of this study was to use a person-centered approach to identify profiles of pedagogical dynamics in Portuguese ECEC contexts and to examine how these profiles relate to professionals’ perceived quality of the organization of the educational environment. Method We used the EduIn&Out Organization of ECEC Environments Questionnaire to explore educators’ characterization of their pedagogical dynamics (routine flow, children's agency, and the use of indoor and outdoor contexts) and explored educators’ perceptions of various aspects of the quality of ECEC environment, including the organization of the space, materials and equipment (both indoor and outdoor), time management and daily routines, family and child participation, coordination with the educational team and with the center's leadership. The questionnaire was completed by 757 Portuguese educators with experience in preschool education (ages 3 to 6). Latent profile analysis was used to identify profiles of pedagogical dynamics:. Results Four distinct profiles were identified, characterized by different combinations of pedagogical dynamics: (1) Constrained-Fragmented – unstable routines, predominantly adult-led activities, and indoor-centered practices; (2) Balanced-Neutral – moderately structured routines, balanced agency and balanced use of indoor and outdoor spaces; (3) Collaborative-Integrated – highly structured routines, collaborative agency and integrated indoor-outdoor practices; and (4) Participatory-Dynamic – dynamic routines, child-led agency and outdoor-oriented practices. Discussion Profiles characterized by more structured routines, collaborative or child-led agency, and greater integration of indoor and outdoor contexts were associated with higher perceived educational environment quality, highlighting the importance of coherent pedagogical dynamics for high-quality ECEC settings.