ERIC Number: ED393548
Record Type: RIE
Publication Date: 1994
Valuing Quality in Early Childhood Services: New Approaches to Defining Quality.
Moss, Peter, Ed.; Pence, Alan, Ed.
Quality has become a priority issue for all concerned with early childhood care and education services. Starting from the premise that quality is a relative and dynamic concept based on values and beliefs, this collection advocates that the process of establishing definitions of quality should involve a range of stakeholder groups. The chapters are as follows: (1) "Defining Quality: Values, Stakeholders and Processes" (Peter Moss); (2) "Working in Conflict: Developing a Dynamic Model of Quality" (Helen Penn); (3) "Looking at Quality from the Child's Perspective" (Ole Langsted); (4) "Defining and Valuing Quality as a Parent" (Mary Larner and Deborah Phillips); (5) "Measure for Measure: Values, Quality and Evaluation" (Julia Brophy and June Statham); (6) "Quality in School-Age Child Care Services: an Inquiry about Values" (Pat Petrie); (7) "No Equality, No Quality" (Carol Joseph and others); (8) "Developing Cross-Cultural Partnerships: Implications for Child Care Quality Research and Practice" (Alan Pence and Marie McCallum); (9) "The New Zealand Experience of Charter Development in Early Childhood Services" (Anne Smith and Sarah-Eve Farquhar); (10) "Fragments for a Discussion about Quality" (Claus Jensen); (11) "Evaluation and Regulation: a Question of Empowerment" (Gunilla Dahlberg and Gunnar Asen); and (12) "Towards an Inclusionary Approach in Defining Quality" (Alan Pence and Peter Moss). Chapters 1-11 contain references. (AJH)
Descriptors: Beliefs, Curriculum Evaluation, Day Care, Day Care Centers, Definitions, Early Childhood Education, Educational Quality, Evaluation, Evaluation Criteria, Evaluation Methods, Evaluation Problems, Program Effectiveness, Program Evaluation, Stakeholders, Values
Teachers College Press, Columbia University, 1234 Amsterdam Avenue, New York, NY 10027 ($19.95).
Publication Type: Collected Works - General; Books
Education Level: N/A
Authoring Institution: N/A