G2TT
来源类型Report
规范类型报告
DOIhttps://doi.org/10.7249/RR1670
来源IDRR-1670-EC
Quality and impact of Centre-based Early Childhood Education and Care
Barbara Janta; Janna van Belle; Katherine Stewart
发表日期2016-11-04
出版年2016
页码35
语种英语
结论
  • Childcare quality and the associated child outcomes can be measured by looking at structural indicators, which relate to inputs such as the physical environment and staffing requirements, and process indicators, which relate to the processes that are required to deliver ECEC services and how children experience these inputs.
  • High process quality often follows from high structural quality: structural indicators such as staff-child ratios or the availability of sufficient learning materials facilitate positive child experiences and interaction with the childcare environment.
  • To understand differences between EU member states in ECEC quality it is important to relate these indicators to the cultural, educational and social context in which the ECEC is provided.
  • Within different policy contexts we identified potential policy levers for improving ECEC quality, based on structural factors which are frequently considered indicators of high process quality.
摘要

There is a strong association between the quality of Early Childhood Education and Care (ECEC) provision and the outcomes for children, with high quality ECEC being associated with better child outcomes later in life. This brief reviewed the broad range of indicators that have been linked to quality, with a focus on understanding how these indicators relate to quality and eventual child outcomes. Following the academic literature on this subject we distinguished between structural quality, which relates to the physical environment and staffing requirement, and process quality, which relates to curricular practices, caregiver qualities, and parental involvement. We found that the interaction between structural and process indicators of ECEC quality is complex, and varies significantly across socio-economic, cultural and national contexts, which reflects the beliefs, needs, roles and motivations of the different stakeholders involved in defining ECEC services. Despite this complexity we identified several structural indicators which are frequently considered indicators of high process quality. For each of these indicators we present policy levers for improving ECEC quality, and discuss the context in which these levers work, i.e. whether they act at national level, family and community level or at the level of the childcare setting.

目录
  • Chapter One

    Introduction

  • Chapter Two

    Understanding quality in ECEC

  • Chapter Three

    Approaches to measuring 'quality'

  • Chapter Four

    Conclusion

主题Education Curriculum ; Education Policy ; European Union ; Preschool ; Preschool Children ; Teachers and Teaching
URLhttps://www.rand.org/pubs/research_reports/RR1670.html
来源智库RAND Corporation (United States)
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资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/523182
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Barbara Janta,Janna van Belle,Katherine Stewart. Quality and impact of Centre-based Early Childhood Education and Care. 2016.
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