child development and quality in ecec n.
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Child development and quality in ECEC

Child development and quality in ECEC

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Child development and quality in ECEC

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  1. Child development and quality in ECEC MIUR - OECD ECEC- Paris 2010

  2. Introduction The examined literature review on quality in ECEC covers the same aspects analyzed in the most recent Italian literature on definitions and concepts of (high) quality in ECEC. The last one produced by CNEL (25- 5-2010) gives the benchmarks on quality. According to the detailed document made by researchers, it seems particularly important to: • harmonize the different beliefs, values, socio-economic context and the needs of community user’s that indeed represent the focus of the matter referred to the services to the person (social area). • value the costs /benefits of high quality services. MIUR - OECD ECEC- Paris 2010

  3. How can quality be defined in ECEC?1 In Italy, the main concern according to the definition of quality in ECEC is contained in the indications given in the Paper on the Children Rights (1989), that have been taken in account in the national Low n. 176 of the 27th May 1991; Quality: • Is in the centrality given to the children and the importance given to a family active participation; • In the importance of the organization of the service setting (structures) and in the definition of the quantitative and qualitative standards; • In the priority given to the children environment reception in the educational project; • The link and coherence between the toddler (crèche) and the childhood school the scuola dell’infanzia (sezioni primavera), (chidren less than 2-3 years old) MIUR - OECD ECEC- Paris 2010

  4. How can quality be defined in ECEC? 2 So Quality in ECEC responds to: • a monitoring system which takes in consideration the multiply expectations of • users, • staff members • political deciders • stakeholders. MIUR - OECD ECEC- Paris 2010

  5. What factors can enhance child well-being and learning outcomes? • Factors affecting quality • Emotional approach (leaving/taking reliance) • Parental involvement (co-responsibility in educational issues in general) and structures ( meeting spaces and time flexibility). • Teachers role and action (researcher) and team teachers educators and pedagogical staff as well as other working staff. • Community support • Structural factors • Structures (spaces for activities as lab) • Environment (as a teacher) and plurality of languages (images, music, light, sounds etc…) • Pedagogical projects (responding to the personal needs) • Experience (as a play) • Identity (child as the source of his/her own learning) • Relational process. (knowledge co-building and creativity) • Use of communicative media • Staff training MIUR - OECD ECEC- Paris 2010

  6. What policies can make a difference in child outcomes affecting these factors? • Economic policies to support parents and mono-parental family • Educational policies upgrading teacher and parents knowledge concerning child development • Child outcomes assessing • Children/ teacher ratio. • Laboratorial Educational Activities and Setting • Evaluation • Communications policies: Relationship and discussion with parents and stakeholders about school policy and Curriculum planning • Politics of involvement (Community involvement : school committee ) such as the Consulta MIUR - OECD ECEC- Paris 2010

  7. Mrs Angiolina Mrs Silvana MARRA