Annex D. List of tables available on line

The following tables are available in electronic form only:

Chapter 2 Interactions between children, staff and parents/guardians in early childhood education and care centres
https://doi.org/10.1787/888934011933
Table D.2.1	Practices staff use to facilitate socio-emotional, literacy, numeracy and language development
Table D.2.2	Practices staff use for group organisation and individual support to children
Table D.2.3	Practices staff use to facilitate engagement of parents/guardians
Table D.2.4	Practices used in the centre to facilitate engagement of parents/guardians
Table D.2.5	Beliefs about skills and abilities that will prepare children for life in the future, by staff role
Table D.2.6	Leaders' beliefs about skills and abilities that will prepare children for life in the future
Table D.2.7	Relationship between process quality and staff beliefs
Table D.2.8	Number of staff in the target group
Table D.2.9	Number and characteristics of children in the target group
Table D.2.10	Leader diversity beliefs
Table D.2.11	Diversity activities and practices used by staff

Chapter 3 Teachers, assistants and leaders and the quality of early childhood education and care
https://doi.org/10.1787/888934011952
Table D.3.1	Staff characteristics in pre-primary education centres, by staff role
Table D.3.2	Staff characteristics in centres for children under age 3, by staff role
Table D.3.3	Staff type of education or training programme, by staff role
Table D.3.4	Content of staff pre-service training, by staff role
Table D.3.5	Content of staff pre-service training focused on child development areas, by staff role
Table D.3.6	Relationship between process quality and staff characteristics and educational background
Table D.3.7	Type of professional development received, by staff role
Table D.3.8	Need for professional development focused on child development areas
Table D.3.9	Need for professional development
Table D.3.10	Professional development needs and characteristics of children in the target group
Table D.3.11	Professional development content focused on child development areas, by staff role
Table D.3.12	Professional development content, by staff role
Table D.3.13	Barriers to participation in professional development, by staff role
Table D.3.14	Disagreement on barriers to participation in professional development
Table D.3.15	Support received for professional development, by staff role
Table D.3.16	Relationship between participation in professional development and contractual status
Table D.3.17	Sources of work-related stress for staff
Table D.3.18	Staff job satisfaction
Table D.3.19	Reasons for leaving ECEC staff role
Table D.3.20	Relationship between process quality, professional development and working conditions
Table D.3.21	Relationship between staff stress from too many children in the classroom/playroom and target group size
Table D.3.22	Leader characteristics
Table D.3.23	Topics included in leader education or training programme
Table D.3.24	Type of professional development received by leaders
Table D.3.25	Sources of work-related stress for leaders
Table D.3.26	Leaders' job satisfaction
Table D.3.27	Relationship between target group socio-economic composition and staff and target group characteristics

Chapter 4 Structural features of early childhood education and care centres and quality
https://doi.org/10.1787/888934011971
Table D.4.1	Centre location
Table D.4.2	Centre neighbourhood environment
Table D.4.3	Leaders' perception of the availability of safe places for play in neighbourhood, by centre location
Table D.4.4	Stand-alone centres, by centre location
Table D.4.5	Number of children in centres
Table D.4.6	Characteristics of children in centres
Table D.4.7	Number of staff in centres
Table D.4.8	Number of staff per child in centres, by centre characteristics
Table D.4.9	Staff educational attainment, by center characteristics
Table D.4.10	Staff turnover in centres
Table D.4.11	Staff leaving their centres, by centre characteristics
Table D.4.12	Relationship between process quality and centre characteristics
Table D.4.13	Communication with staff/leaders from other centres, by centre characteristics
Table D.4.14	Communication with primary school teachers, by centre characteristics
Table D.4.15	Transition practices by centre characteristics: Hold meetings with primary school staff
Table D.4.16	Transition practices
Table D.4.17	Transition practices by centre characteristics: Provide activities for parents/guardians
Table D.4.18	Use of books and pictures featuring people from a variety of ethnic and cultural groups, by centre characteristics
Table D.4.19	Children sometimes play with toys and artefacts from cultures other than the ethnic majority, by centre characteristics

Chapter 5 Governance, funding and the quality of early childhood education and care
https://doi.org/10.1787/888934011990
Table D.5.1	Centre funding sources
Table D.5.2	Centre funding sources, by centre management
Table D.5.3	Relationship between staff spending priority on reducing group size and number of staff per child in the centre
Table D.5.4	Spending priorities, by staff role
Table D.5.5	Frequency of external evaluations in centres
Table D.5.6	Responsibilities for governance tasks in centres
Table D.5.7	Centre management and profit status
Table D.5.8	Responsibilities for governance tasks in centres, by centre management
Table D.5.9	Leader and staff educational attainment, by centre management and profit status
Table D.5.10	Lack of professional development, by centre management
Table D.5.11	Support received for professional development, by centre management
Table D.5.12	Barriers to participation in professional development, by centre management
Table D.5.13	Relationship between process quality and centre governance
Table D.5.14	Relationship between process quality and centre funding
Table D.5.15	Relationship between process quality and hiring responsibility
Table D.5.16	Characteristics of children in centres, by centre management
Table D.5.17	Characteristics of children in centres, by centre funding

Supplementary tables
https://doi.org/10.1787/888934012009
Table D.S.1	Support received for professional development, by centre management
Table D.S.2	Type of professional development received, by types of support for professional development
Table D.S.3	Need for professional development in child development areas, by staff role
Table D.S.4	Need for professional development, by staff role
Table D.S.5	Professional development needs and target group socio-economic composition
Table D.S.6	Distribution of staff in centres
Table D.S.7	Spending priorities
Table D.S.8	Headcount of assistants per-teacher in centres
Table D.S.9	Staff and leaders' beliefs about skills and abilities that will prepare children for life in the future
Table D.S.10	Spending priorities and target group socio-economic composition
Table D.S.11	Staff educational attainment in pre-primary education centres, by centre characteristics
Table D.S.12	Staff educational attainment in centres for children under age 3, by centre characteristics
Table D.S.13	Leaders’ educational attainment, by centre characteristics
Table D.S.14	Staff training, by centre characteristics
Table D.S.15	Leaders’ training, by centre characteristics
Table D.S.16	Number of teachers and assistants in pre-primary education centres, by centre characteristics
Table D.S.17	Centre diversity practices, by centre characteristics
Table D.S.18	Staff type of education or training programme, by centre management
Table D.S.19	Topics included in leader education or training programme, by centre management
Table D.S.20	Type of professional development received, by centre management
Table D.S.21	Barriers to leader effectiveness, by centre management
Table D.S.22	Centre location, by centre management
Table D.S.23	Number of teachers and assistants, by centre management and profit status
Table D.S.24	Group organisation and individual support practices
Table D.S.25	Behavioural support practices, by characteristics of children in the target group
Table D.S.26	Adaptive practices, by characteristics of children in the target group
Table D.S.27	Group organisation and individual support practices, by characteristics of children
Table D.S.28	Dimensions of process quality, by staff role
Table D.S.29	Indicators of process quality, by staff role
Table D.S.30	Satisfaction with working conditions, by staff role
Table D.S.31	Centre engagement with the community, by centre characteristics
Table D.S.32	Leader diversity beliefs, by centre characteristics
Table D.S.33	Centre support for facilitating engagement of parents/guardians, by centre characteristics
Table D.S.34	Staff support for facilitating learning and development, by centre characteristics
Table D.S.35	Staff support for facilitating socio-emotional development, by centre characteristics
Table D.S.36	Staff support for facilitating engagement of parents/guardians, by centre characteristics
Table D.S.37	Staff support for facilitating learning and development, by centre location
Table D.S.38	Staff support for facilitating socio-emotional development, by centre location
Table D.S.39	Staff support for facilitating engagement of parents/guardians, by centre location
Table D.S.40	Centre support for facilitating engagement of parents/guardians, by centre management and profit status
Table D.S.41	Dimensions of process quality, by centre management and profit status
Table D.S.42	Leaders’ support for pedagogical learning, by centre management and profit status
Table D.S.43	Centre diversity practices, by staff characteristics
Table D.S.44	Staff support for facilitating learning and development, by staff characteristics
Table D.S.45	Staff support for facilitating socio-emotional development, by staff characteristics
Table D.S.46	Staff support for facilitating engagement of parents/guardians, by staff characteristics
Table D.S.47	Staff support for facilitating learning and development, by staff training
Table D.S.48	Staff support for facilitating socio-emotional development, by staff training
Table D.S.49	Staff support for facilitating engagement of parents/guardians, by staff training
Table D.S.50	Staff support for facilitating learning and socio-emotional development, by support for facilitating engagement of parents/guardians
Table D.S.51	Work-related stress, by staff role

Annex D. List of tables available on line