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International Journal of Child Care and Education Policy

Table 6 Structural quality by implementation type

From: Implementation and quality of an early childhood education program for newly arrived refugee children in Germany: an observational study

BREVIS dimension

Mobile

Improv

Education

Improv vs. education

(n = 5)

(n = 22)

(n = 14)

t

df

p

d

Premises

0.74 (0.31)

1.45 (0.24)

1.66 (0.24)

− 2.60

27.54

0.015*

0.89

Equipment

1.05 (0.21)

1.57 (0.35)

1.66 (0.25)

− 0.93

33.28

0.361

0.30

Structuring of a session

0.83 (1.04)

1.18 (0.51)

1.74 (0.39)

− 3.71

32.70

0.001*

1.19

Team coherence

1.20 (0.76)

1.69 (0.43)

1.96 (0.14)

− 2.43

22.36

0.023*

0.77

Educational materials

1.30 (0.65)

1.42 (0.41)

1.66 (0.20)

− 2.33

32.47

0.026*

0.69

  1. Means (standard deviations) per subscale and implementation type (inadequate = 0, acceptable = 1, very good = 2); Welch test due to variance heterogeneity; n = 41. Mobile groups are not considered in inferential testing due to the small subsample
  2. Mobile mobile concepts or temporary setups, Improv improvised settings, Education education settings
  3. *p < 0.05
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