Research ethics often grapple with the delicate balance between the potential benefits of knowledge acquisition and thesafeguarding of personal integrity. This dichotomy becomes pronounced when considering the need for insights intocaregiving practices of the youngest children to inform early childhood pedagogy, while respecting the fundamental rights ofchildren, including their integrity and agency in research processes (Alderson & Morrow, 2020). In the context of heateddebate regarding Sweden's evolving juridical research landscape, this article aims to scrutinize the ethical dilemmasentwined with children's rights to integrity and the necessity for understanding bodily cleanliness practices. Within anongoing research project on bodily cleanliness practices in preschool, supported by the Swedish Research Council, thisanalysis embarks on mapping this multifaceted ethical terrain.Theoretical frameworkThe research project is based in a relational developmental systems perspective, highligting development and learning asfundamentally embodied within the context of everyday practices (Wetherell, 2012).Methodological designApplying the digital maps metaphor, suggested by Frankenberg (2018), this study delineates three interconnected territories:Expected conclusions/findings1. The territory of children’s integrity encompasses the intricate nuances of children's fundamental right to integrity(Pugh, 2023), their evolving sense of self-regulation of integrity and the ethical responsibilities of caregivers in safeguarding their integrity.2. The territory of legal research ethics illustrates the ethical research landscape in relation to recent regulatorychanges, following the EU GDPR legislation and the Maccarini affair, such as raised penalties and the establishment of asupervisory authority causing significant anxiety in the research community.3. The territory of social research and the sub-territory of researching infant and toddler perspectives f ocuseson the ethical complexities and challenges specific to qualitative social research and ethnography investigating theperspectives of infants and toddlers.Relevance to Nordic educational researchThrough this analysis, it becomes evident that children rights to making their voices heard when it comes to matters thatconcern them and to pedagogical support for development and learning might be disregarded when arbitrary legal frameworks encroach upon researchers' ethical judgment.The discussion underscores the importance of trust in researchers'ethical practices and the necessity for cautious navigation when exploring young children's integrity, learning anddevelopment in relation to bodily cleanliness. This study seeks to prompt dialogue and reflection on ethical considerations inresearch involving young children, advocating for an approach that upholds both ethical research standards and the need forknowledge regarding holistic development of infants and toddlers within educational contexts.Alderson, P., & Morrow Virginia. (2020). The Ethics of Research with Children and YOung People: A Practical Handlbook (2nded.). Sage Publications Ltd.Frankenberg, S. J. (2018). Mapping Ethics With the Digital Maps Metaphor: Addressing Raised Eyebrows and Bolded Question Marks in Relation to Developmental Test Methodology: Mapping Ethics with the Digital Maps Metaphore. Mind, Brain, andEducation, 12(1), 2–11. https://doi.org/10.1111/mbe.12161Pugh, J. (2023). The child’s right to bodily integrity and autonomy: A conceptual analysis. Clinical Ethics,14777509231188817. https://doi.org/10.1177/14777509231188817Wethrell, M. (2012) Affect and Emotion: A new social science understanding. Sage. 

Syftet med denna rapport är att presentera ett ramverk för att bedöma undervisningskvalitet för barns utveckling och lärande i förskolan med särskilt fokus på stöttat lärande. Frågan om bedömning är aktuell i både forskning och pågående förskoledebatt mot bakgrund av utmaningar vad gäller att erbjuda alla barn en likvärdig utbildning i förskolan. Studien tar sin utgångspunkt i ett forskningsprojekt om stöttat lärande och utvecklingen av the Early Childhood Scaffolding Scale (ECSS). Den teoretiska utgångspunkten tas i det så kalladerelationella utvecklingssystemperspektivet som synliggör undervisning i form av lärprocesser mellan barn och pedagoger i riktning mot olika former av utvecklings- och lärandeinnehåll. Potentialen vad gäller ECSS som bedömningsverktyg diskuteras i relation till ett ramverk för holistisk bedömning av utbildnings- och undervisningskvalitet. Ramverket synliggör olika dimensioner för bedömning så som: 1) målsättningen med bedömningen, 2) vem som genomför bedömningen, 3) formen av bedömning, 4) vem som bedöms, 5) innehållet i bedömningen, 6) tidsmässiga dimensioner och slutligen 7) statiska kontra dynamiska bedömningar av det fenomen som mäts. För att fånga komplexiteten i förskolans utbildnings- och undervisningsuppdrag behöver ett fokus på didaktiska lärprocesser kompletteras med bedömningar av vilka effekter dessa har på olika barn i termer av lärande, utveckling och välbefinnande både på kort och lång sikt. Kunskap om bedömning av undervisningskvalitet och hur den kan stärkas hos pedagoger och lärare i förskolan kan potentiellt bidra till att öka likvärdigheten i förskolans undervisning. Mer tillämpad praktiknära forskning med utgångspunkt i ett multidimensionellt perspektiv på bedömning erbjuder betydande möjligheter till kunskap som kan bidra till en mer likvärdig förskola för alla barn.

This study reports on work undertaken to develop a framework and rating scale for the assessment of process quality in terms of scaffolding in preschool settings. The aim was to develop the Early Childhood Scaffolding Scale (ECSS) for the assessment of interaction quality in different types of early childhood teaching practices. The ECSS was developed based on the analysis of video-recorded data from 26 preschools randomly assigned to three different pedagogical practices; 1) Social and Emotional Material Learning, 2) Digital Individual Learning and 3) Practice as usual. The scale was developed in a series of iterative steps and an abductive approach to theory and video-recorded data involving preschool practice, resulting in the specification of the framework components and the formulation of items and rating guidelines. The functionality of the scale was assessed by four raters who assessed a selection of the data. Interrater reliability (Cohen’s kappa) analyses indicated multiple challenges to the construction of a reliable scale. To inform the further improvement of the framework and scale, a cognitive interview methodology was used, including think aloud and verbal probes. The findings inform the further development of the scale and factors that need to be considered in order to reach satisfactory psychometric robustness and interrater reliability, including 1) intentions of different pedagogical methods, 2) the importance of a clear conceptual framework, 3) units of analysis and the selection of ecologically valid video-recorded sequences, 4) the interpretation of items, and 5) definitions of scale values. The discussion focuses on the challenges of assessing high quality scaffolding in situated preschool settings using observational ratings and video methodology, training of raters, and the characteristics of the Swedish national preschool curriculum. Directions for future research are also suggested.

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