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Defining Quality in Early Childhood Care and Education: A Comprehensive Framework

Quality in Early Childhood Care and Education (ECCE) is a dynamic and adaptable construct shaped by cultural and contextual factors. It should be defined by its effectiveness in supporting children's development, encompassing their needs for play and academic success. The framework for quality includes structural, process, and outcomes quality, integrating national policies, teacher qualifications, and family involvement. Continuous quality development is essential, acknowledging that quality priorities evolve with societal changes and that effective indicators must be identified for ongoing assessment.

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Defining Quality in Early Childhood Care and Education: A Comprehensive Framework

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  1. 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).

  2. DEVELOPING A COMPREHENSIVE QUALITY FRAMEWORK: SYSTEMS, SETTINGS, PROCESSES, OUTCOMES Source: Britto et al 2011

  3. HOW TO IDENTIFY CONTEXTUALLY APPROPRIATE PRACTICE (CAP)?(Source: Woodhead 1996)

  4. 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

  5. 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

  6. 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

  7. 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!

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