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TWO STARTING POINTS FOR DEFINING QUALITY. Quality is a dynamic, flexible and adaptable construct that contours itself across cultures, settings, time and types of intervention ( Britto et al 2011). - PowerPoint PPT Presentation
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TWO STARTING POINTS FOR DEFINING QUALITY
• Quality is a dynamic, flexible and adaptable construct that contours
itself across cultures, settings, time and types of intervention (Britto
et al 2011).
• “Quality” in ECCE should be defined and measured by its effectiveness in supporting young children’s development in a manner desired by children themselves, their families, caregivers, communities, and nations – including children’s needs for play as well as academic achievement (GMR, 2007).
DEVELOPING A COMPREHENSIVE QUALITY FRAMEWORK: SYSTEMS, SETTINGS, PROCESSES, OUTCOMES
Source: Britto et al 2011
HOW TO IDENTIFY CONTEXTUALLY APPROPRIATE PRACTICE (CAP)?(Source: Woodhead 1996)
DIMENSIONS OF QUALITY IN ECDE
Structural Quality Process Quality
Structural/ systems quality
• National policies• Laws and regulations• Governance, boards and leadership• Finance and accounting• Teacher standards, qualifications etc• Child-teacher ratios• Environmental standards• Child protection procedures• Health and safety
DIMENSIONS OF QUALITY IN ECDE
Structural Quality Process Quality
Settings/Process qualityNature of children’s experiences in care and learning settings.
•Inclusion and support of all children•Physical and emotional environment•Adult-child interactions•Approaches to learning•Family community involvement•Curriculum•Materials•Health and nutrition
DIMENSIONS OF QUALITY IN ECDE
Outcomes quality
• children’s health and well-being• parent/caregivers’ mental health, skills• children’s ‘readiness for school• Learning and achievement• Parent satisfaction with children’s progress•Teacher’s reports on school transition•Children’s views on their well being•Long term education/social outcomes
QUALITY DEVELOPMENT PROCESSES
Structural Quality Process uality
• Quality is not ‘once for all’. • Quality is dynamic and progressive.• Quality regulations are necessary but not
sufficient • Quality is specific to (changing) contexts• Quality is shaped by (changing) goals for
ECDE • Quality priorities may shift with new social
challenges, new research, new policies are introduced
• Balance quality focus at micro as well as macro levels
• Identify simple quality indicators!
