Organisation of Early Childhood Education Environments: Validation of a Self-Report Instrument for Assessing Quality, Pedagogical Dynamics and Educators’ Intentionality

The primary aim of this study was to validate a self-assessment instrument about the organisation of the Early Childhood Education and Care (ECEC) environment and to investigate how early childhood educators perceive their educational environments, including quality, intentionality (specifically, their anticipatory considerations in planning the ECEC environment) and pedagogical dynamics. The EduIn&Out Organisation of ECEC Environments Questionnaire was completed by 802 Portuguese ECEC educators (children’s ages 3–6) and explored educators’ perceptions of various aspects of the ECEC environment, including the quality of the organisation 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 centre’s leadership. It also gathers educators’ characterisation of their pedagogical dynamics (routine flow, children’s agency, and the use of indoor and outdoor contexts), associated with the quality of the educational environment, and educators’ intentionality while considering different needs and interests when organising the educational environment. The tool demonstrated good psychometric characteristics. Educators reported higher quality in time and routine organisation, but lower quality in outdoor spaces, family and child participation and coordination with the centre’s leadership. Enhanced quality was associated with more stimulating, child-centred routines that balanced indoor and outdoor activities. Overall, the characteristics of the instrument highlight its potential for supporting educators’ reflection.