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ERIC Number: ED417857
Record Type: Non-Journal
Publication Date: 1997-Apr
Pages: 5
Abstractor: N/A
Reference Count: N/A
Defining High Quality ECED Provision. A Note and an Exercise.
Williams, Sian
This paper examines quality in providing early childhood education and development (ECED) services and presents an exercise to guide critical reflection on quality in ECED provision. It maintains that there has been a shift away from the study of children as solitary learners to the study of children learning in a social context. This research evidence has strengthened the advocacy for ECED provision to be more child-centered and less teacher-directed, more concerned with the child's context and culture, and more sensitive of the child's need for continuity. Early childhood education has been influenced by these challenges to curriculum and instructional methods. Both the focus on the child-centered approach and the increasing demands for quality have encouraged critical reflection on the quality of ECED service provision. A 5-step exercise can assist in defining quality: (1) apply a "bottom up perspective on quality" by considering the child's experiences from a child's point of view to reveal a value and belief base emphasizing children's self-esteem and competence development and active learning; (2) examine one's own values and beliefs to identify the assumptions related to a definition of quality; (3) determine parents' perceptions of their relationship with the teacher and their concerns regarding the program; (4) identify teacher/caregiver concerns; and (5) use the workshop process in the Coordinators' Notebook to bring stakeholders together to define quality indicators based on the responses to the previous questions. (Contains five references.) (KB)
Publication Type: Guides - Non-Classroom; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A