A Scoping Review of Quality in Early Childhood Publicly-Funded Programs

McLean, Christine; McIsaac, Jessie‐Lee D.; Mooney, Oriana; Morris, Sarah; Turner, Joan

doi:10.1007/s10643-022-01372-9

Cited by 4 publications

(4 citation statements)

References 46 publications

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“…With the focus on structural attributes and academic-focused experiences, the element of process quality does not attract a comparable status in Guyana (Leo-Rhynie et al, 2009). As a quick reference, structural quality indicators include features such as teachers' qualifications and experience, adult-child ratios, class group sizes, and learning spaces (Hooper et al, 2021;Huston, 2008;McLean et al, 2022). Huston (2008, p. 2) shared that "the purpose of structural criteria is to protect children from harm, but also to promote positive experiences for children."…”

Section: Interpretation Of Early Childhood Service Quality In Guyanes...mentioning

confidence: 99%

“…With regard to the importance of structural and process quality, research continues to show that better outcomes for children are possible when both are adequately addressed (Hooper et al, 2021;Huston, 2008;McLean et al, 2022;Sylva et al, 2004;Wysłowska & Slot, 2020). Therefore, as advised by Wysłowska and Slot (2020) in their study about care provisions in Poland and the Netherlands, process quality should not be compromised because, compared to the more easily detectable structural indicators, the effect on child outcomes is equally significant.…”

Section: Interpretation Of Early Childhood Service Quality In Guyanes...mentioning

confidence: 99%

“…No universal, one-size-fits-all interpretation exists (Cleghorn & Prochner, 2012). The concept of "quality" in early childhood remains complex, constructed, and value-laden (Dahlberg et al, 2013;McLean et al, 2022) Hooper et al, 2021;Huston, 2008;Kaiser et al, 2022;McLean et al, 2022;Taleb, 2013;Wysłowska & Slot, 2020).…”

Section: The Surveymentioning

confidence: 99%

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Parents’ Levels of Satisfaction With Early Childhood Service Quality: Insights From Guyana

Semple-McBean,

Lashley,

Phoenix

et al. 2023

JED

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Understanding parents’ satisfaction with quality is necessary for offering services that better meet the needs of children and families. However, there is a paucity of such research in Guyana. Through a descriptive survey, 51 parents provided insights to guide decisions about service at the University of Guyana Early Childhood Centre of Excellence. Five areas of service quality identified by the Caribbean Community policy-making body on effective early childhood settings were examined: programme participation, staff engagement, management and administration, parent/family partnership, and health and safety. Over 90% of the responses about the quality of service were positive, indicative of influence by the detailed self-administered questionnaire. Negative responses, especially by parents of the youngest groups of children, suggest there are elements of services that are not adequately met, acceptable, or sufficiently visible to some parents. Being the first research of this kind in Guyana, early childhood service providers, and other stakeholders might find the parents’ recognition and interpretation of quality informative and a reference point for considering critical issues concerning quality provision for young children.

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Section: Interpretation Of Early Childhood Service Quality In Guyanes...mentioning

confidence: 99%

Section: Interpretation Of Early Childhood Service Quality In Guyanes...mentioning

confidence: 99%

See 1 more Smart Citation

Parents’ Levels of Satisfaction With Early Childhood Service Quality: Insights From Guyana

Semple-McBean,

Lashley,

Phoenix

et al. 2023

JED

View full text Add to dashboard Cite

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“…This systematic scoping review aims to identify and analyze empirical studies regarding how quality in early childhood education and care (ECEC) is thematized and investigated in Norwegian research. The quality of ECEC provision is a highly relevant issue of importance to policymaking, professional education and development and, not least, the actual educational activities, as evidenced by international research (e.g., [1][2][3][4]) and Nordic research (e.g., [5][6][7][8]). In recent years, the quality of ECEC provision has received increased attention in Norwegian policy documents, such as the White Paper [9], the National Kindergarten Strategy Towards 2030 [10] and in Competences for the Kindergarten of the Future [11], which states that all children should have access to high-quality ECEC services.…”

Section: Introductionmentioning

confidence: 99%

Norwegian Research on ECEC Quality from 2010 to 2021—A Systematic Scoping Review

et al. 2023

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This review concerns how quality in ECEC is thematized and examined in Norwegian research published in 2010–2021. The review contributes to developing relevant professional knowledge and insight into what quality in ECEC is, should be or can be. A systematic scoping review includes 97 empirical studies of quality in the Norwegian ECEC context. The results show an increase in studies addressing quality after the year 2017. Most studies use interviews and observations, i.e., qualitative data. Research based on quantitative studies mainly applies to questionnaires, whereas multi-method designs occur with the third greatest frequency. The majority of the studies are descriptive or explore relationships. A few studies concern method development, interventions or reviews of the literature. ECEC staff and ECEC teachers are the most common informants. Two-thirds of the studies included were published in English, and only one-third were published in Norwegian. Thematically, process quality emerges as the most studied dimension of quality, dominated by investigating the aspect of staff–child interactions. About one-third of the studies investigate structural quality, with most attention paid to the physical environment and the organization of the ECEC provisions. Less research is directed at result (outcome) quality and curriculum quality. This overview contributes to increased knowledge about how quality is understood and used in research, as an essential prerequisite for creating a safe and sound everyday life for children in ECEC.

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Reforming Inspection of Childcare Provision: Lessons from Israel

Moshel

2024

IJEC

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This study explores the impact of transitioning from structural quality to process quality in the regulation of Early Childhood Education and Care (ECEC) for children aged birth to 3 years on the professional identity of inspectors. The research centers on a pilot program led by the Day Care Division at the Ministry of Welfare in Israel, which aimed to reform the inspection of day care facilities in the country. The methodology involves conducting 24 interviews with day care inspectors who participated in the pilot program, tracing their evolving understanding of their professional identity and their adaptation to the new regulatory model. The study's findings reveal that inspectors' professional identity comprises five key aspects: source of authority, inspection methods, superintendent's skill set, role perception, and their perception of the regulated entities. Inspectors are compelled to redefine their professional identity in response to changes in the regulatory model. In conclusion, this research underscores the intricate nature of inspectors' roles during periods of regulatory transformation. Shifting toward a process-oriented ECEC regulation necessitates the development of a new professional identity for inspectors. This shift presents them with heightened ethical dilemmas and exposes them to the risk of regulatory capture.

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A Scoping Review of Quality in Early Childhood Publicly-Funded Programs

Cited by 4 publications

References 46 publications

Parents’ Levels of Satisfaction With Early Childhood Service Quality: Insights From Guyana

Parents’ Levels of Satisfaction With Early Childhood Service Quality: Insights From Guyana

Norwegian Research on ECEC Quality from 2010 to 2021—A Systematic Scoping Review

Reforming Inspection of Childcare Provision: Lessons from Israel

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