Prozessqualität im Kindergarten: Eine domänenspezifische Perspektive

This review conceptualizes instructional process quality in early education within models of mediated learning to explain the effects of early domain-specific educational settings for children's development of competencies. Within this framework, the relation between instructional process quality and structural variables of the setting as well as its relation to the domain-specific professional knowledge and beliefs of early childhood educators is considered. We especially focus on the methods assessing quality of instruction such as rating scales or classificatory systems. The role of domain-specific aspects in these instruments is discussed.