How is Child Care Quality Measured?

Bóo, Florencia López; Araujo, María Caridad; Tomé, Romina

doi:10.2139/ssrn.2762057

Cited by 4 publications

(3 citation statements)

References 81 publications

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“…In addition, considering both ECERS and CLASS were originally developed for research purposes, their logistical feasibility for regular at-scale monitoring is, unsurprisingly, very limited. In particular, both instruments require extensive training, are very time consuming and complex to administer, and are not free of charge [33]. Regarding their actionability, these measures' applications in Majority World countries have been so far, to our knowledge, focused on research and evaluation only, rather than for supporting national-level quality monitoring.…”

Section: Ecers and Classmentioning

confidence: 99%

Improving Measurement Efficiency of an Early Education Quality Monitoring Tool for Majority World Countries

Dormal,

Raikes,

McCoy

2024

Preprint

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Section: Ecers and Classmentioning

confidence: 99%

Improving Measurement Efficiency of an Early Education Quality Monitoring Tool for Majority World Countries

Dormal,

Raikes,

McCoy

2024

Preprint

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“…Today, there is a certain degree of international consensus that it is primarily highquality ECEC that has significant potential to contribute positively to children's play and well-being and to their learning and development (see, e.g., [12][13][14]). Low quality is linked to concerns about children's outcomes [15,16], particularly for children from homes who are at risk [17,18].…”

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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“…Measures of process quality are critical aspects that promote child development . Use of observational Western measures of quality in non‐Western countries is not without debate; however, the expanding use of these measures is one source to understand quality, despite their limitations …”

Section: Introductionmentioning

confidence: 99%

Implementing aeioTU: quality improvement alongside an efficacy study—learning while growing

Nores¹,

Figueras-Daniel

López³

et al. 2018

Annals of the New York Academy of Sciences

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Effectiveness trials of increasing childhood development interventions across low- and middle-income countries have shown significant variability. The strength and consistency of benefits for children are dependent on program quality, and this requires paying attention to program implementation. In this paper, we summarize findings on program quality and teacher practices and perceptions for the aeioTU program, a center-based Reggio-inspired program in Colombia, now serving more than 13,000 children. The research found engaged, committed staff who valued the emergent approach and understood the children as requiring opportunities to express themselves, being the source for the curriculum, and having relationships with the materials around them. Although the average classroom quality was low in 2011, it increased significantly by 2014, particularly in the language and reasoning and interactions items. Indicator-level analyses showed that higher-order interactions and language processes were observed in a large proportion of classrooms by 2014. Teachers' self-reports on the environment and their teaching and learning showed high levels of quality by 2013. These findings illustrate the significance of process data for program improvement, especially when a program is young. Program quality can be raised after teachers improve their skills, have experience enacting a curriculum, and after training has been strengthened in response to information, while simultaneously scaling up the program.

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How is Child Care Quality Measured?

Cited by 4 publications

References 81 publications

Improving Measurement Efficiency of an Early Education Quality Monitoring Tool for Majority World Countries

Improving Measurement Efficiency of an Early Education Quality Monitoring Tool for Majority World Countries

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

Implementing aeioTU: quality improvement alongside an efficacy study—learning while growing

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