The pedagogical quality of the out-of-school care facilities in the Netherlands is rated as satisfactory to more than satisfactory, according researchers at the UvA’s Kohnstamm Institute, following a national opinion survey funded by the Ministry of Social Affairs and Employment that was conducted among a representative sample of respondents. The survey results will be presented to the Lower House of Dutch Parliament on Monday, 8 October.
Parents, children and pedagogical staff are generally satisfied with the quality of out-of-school care facilities. Their score of ‘satisfactory’ is consistent with the results of the objective assessments conducted by trained observers during their observation of 33 aspects of out-of-school care throughout an entire afternoon session of 78 out-of-school care locations. The assessments resulted in a satisfactory score, and occasionally a more than satisfactory score in all areas. Some aspects scored above average, such as the layout of the spaces and the timetable and activities offered. Other aspects could be improved. The materials for ‘language and thinking’ and ‘music, dance and drama’, for instance, are somewhat meagre, and mutual contacts between the out-of-school care facilities and primary schools require improvement.
During visits to the out-of-school care facilities, the interactions between the pedagogical staff and the children were recorded on film. The footage was subsequently reviewed by trained observers, who assessed the six interaction skills which good pedagogical staff are required to possess. In caring for the children and ensuring their well-being, as a group the pedagogical staff received a score of more than satisfactory for their performance in offering ‘emotional support’ to the children, showing respect for their independence, and for ‘managing and supervising’ the group. The more educational skills, i.e. ‘talking and explaining’ and ‘encouraging development’, were rated as satisfactory and in some cases as more than satisfactory. However, the ‘supervision of social interactions’ requires improvement: pedagogical staff could encourage children to play together more and provide better supervision in helping children resolve mutual conflicts.
The researchers also developed an Out-of-School Care Quality Monitor (Kwaliteitsmonitor BSO) that will enable the locations and organisations offering out-of-school care to monitor the pedagogic quality of their own facilities. The quality monitor will be published by Uitgeverij SWP in early October. All childcare organisations providing out-of-school care will receive a copy of the Quality Monitor from Bureau Kwaliteit Kinderopvang.
Boogaard, M. & Van Daalen-Kapteijns, M. (2012). ‘Pedagogische kwaliteit van buitenschoolse opvang in Nederland’. Report 879 (The pedagogical quality of out-of-school care facilities in the Netherlands). Amsterdam: Kohnstamm Institute
Boogaard, M., Van Daalen-Kapteijns, M. & Gevers Deynoot-Schaub, M. (2012). ‘De Kwaliteitsmonitor BSO. Een instrument waarmee de buitenschoolse opvang de eigen pedagogische kwaliteit in kaart kan brengen’. (The Out-of-School Care Quality Monitor. An instrument to help out-of-school care facilities monitor the pedagogical quality of their facilities). Amsterdam SWP.