TWO STARTING POINTS FOR DEFINING QUALITY Quality is a dynamic, flexible and adaptable construct that contours itself across cultures, settings, time and.

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Presentation transcript:

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 QualityProcess 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 QualityProcess Quality Settings/Process quality Nature 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 QualityProcess 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!