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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).

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two starting points for defining quality
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
DEVELOPING A COMPREHENSIVE QUALITY FRAMEWORK: SYSTEMS, SETTINGS, PROCESSES, OUTCOMES

Source: Britto et al 2011

dimensions of quality in ecde
DIMENSIONS OF QUALITY IN ECDE
  • 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 ecde1
DIMENSIONS OF QUALITY IN ECDE
  • 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 ecde2
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
QUALITY DEVELOPMENT PROCESSES
  • 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!