Valuing Quality in Early Childhood Services: New Approaches to Defining Quality
Publication Year: 1994
Not only does this book offer a great deal of insight into evaluating early childhood services, it also provides a focal point for those interested in establishing goals, objectives and evaluation criteria for their own early childhood programmes' - Early Years `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, Valuing Quality in Early Childhood Services examines how the definitions of quality are established and who is involved in their establishment. The book advocates that the process should involve a range of stakeholder group
- Front Matter
- Subject Index
- Chapter 1: Defining Quality: Values, Stakeholders and Processes
- Chapter 2: Working in Conflict: Developing a Dynamic Model of Quality
- Chapter 3: Looking at Quality from the Child's Perspective
- Chapter 4: Defining and Valuing Quality as a Parent
- Chapter 5: Measure for Measure: Values, Quality and Evaluation
- Chapter 6: Quality in School-Age Child Care Services: An Inquiry about Values
- Chapter 7: No Equality, No Quality
- Chapter 8: Developing Cross-Cultural Partnerships: Implications for Child Care Quality Research and Practice
- Chapter 9: The New Zealand Experience of Charter Development in Early Childhood Services
- Chapter 10: Fragments for a Discussion about Quality
- Chapter 11: Evaluation and Regulation: A Question of Empowerment
- Chapter 12: Towards an Inclusionary Approach in Defining Quality
Early Childhood Education Series[Page i]
Leslie R. Williams, Editor Millie Almy, Senior Advisor
ADVISORY BOARD: Barbara T. Bowman, Harriet K. Cuffaro, Stephanie Feeney, Doris Pronin Fromberg, Cella Genishi, Stacie G. Goffin, Dominic F. Gullo, Alice Sterling Honig, Elizabeth Jones, Gwen Morgan, David Weikert
- Using the Supportive Play Model:
- Individualized Intervention in Early
- Childhood Practice
- MARGARET K. SHERIDAN,
- GILBERT M. POLEY, & SARA H. RADUNSKI
- The Pull-Day Kindergarten:
- A Dynamic Themes Curriculum, 2nd Ed.
- DORIS PRONIN FROMBERG
- Experimenting with the World: John Dewey
- and the Early Childhood Classroom
- HARRIET CUFFARO
- New Perspectives in Early Childhood
- Teacher Education: Bringing Practitioners
- into the Debate
- STACIE G. GOFFIN & DAVID E. DAY, Eds.
- Assessment Methods for Infants and
- Toddlers: Transdisciplinary Team
- DORIS BERGEN
- The Emotional Development of Young
- Children: Building an Emotion-Centered
- MARION C HYSON
- Young Children Continue to Reinvent
- Arithmetic—3rd Grade: Implications of
- Piaget's Theory
- CONSTANCE KAMII with
- SALLY /ONES LIVINGSTON
- Moral Classrooms, Moral Children:
- Creating a Constructivist Atmosphere in
- Early Education
- RHETA DeVRIES & BETTY ZAN
- Leadership in Early Childhood:
- The Pathway to Professionalism
- JILLIAN RODD
- Understanding Assessment and Evaluation
- in Early Childhood Education
- DOMINIC F. GULLO
- Diversity and Developmentally
- Appropriate Practices:
- Challenges for Early Childhood Education
- BRUCE L. MALLORY &
- REBECCA S. NEW, EDs
- Changing Teaching, Changing Schools:
- Bringing Early Childhood Practice
- into Public Education—
- Case Studies from the Kindergarten
- FRANCES O'CONNELL RUST
- Physical Knowledge in Preschool
- Education: Implications of Piaget's Theory
- CONSTANCE KAMII A RHETA DeVRIES
- Caring for Other People's Children:
- A Complete Guide to Family Day Care
- FRANCES KEMPER ALSTON
- Family Day Care: Current Research for
- Informed Public Policy
- DONALD L. PETERS &
- ALAN R. PENCE, Eds.
- The Early Childhood Curriculum:
- A Review of Current Research, 2nd Ed.
- CAROL SEEFELDT, Ed.
- Reconceptualizing the Early Childhood
- Curriculum: Beginning the Dialogue
- SHIRLEY A. KESSLER &
- BETH BLUE SWADENER, Eds.
- Ways of Assessing Children and
- Curriculum: Stories of Early Childhood
- CELIA GENISHI, Ed.
- The Play's the Thing:
- Teachers' Roles in Children's Play
- ELIZABETH JONES &
- GRETCHEN REYNOLDS
- Scenes from Day Care: How Teachers
- Teach and What Children Learn
- ELIZABETH BALLIETT PLATT
- Raised in East Urban:
- Child Care Changes in a
- Working Class Community
- CAROLINE ZINSSER
- United We Stand:
- Collaboration for Child Care
- and Early Education Services
- SHARON L KAGAN
- Making Friends in School:
- Promoting Peer Relationships
- in Early Childhood
- PATRICIA G.RAMSEY
- Play and the Social
- Context of Development in
- Early Care and Education
- BARBARA SCALES, MILLIE ALMY,
- AGELIKINICOLOPOULOU, &
- SUSAN ERVIN TRIPP, Eds.
- The Whole Language Kindergarten
- SHIRLEY RAINES & ROBERT CANADY
- Good Day/Bad Day:
- The Child's Experience of Child Care
- LYDA BEARDSLEY
- Children's Play and Learning:
- Perspectives and Policy Implications
- EDGAR KLUGMAN & SARA SMILANSKY
- Serious Players in the Primary Classroom:
- Empowering Children Through Active
- Learning Experiences
- SELMA WASSERMANN
- Child Advocacy for
- Early Childhood Educators
- BEATRICE S. FENNIMORE
- Managing Quality Child Care Centers:
- A Comprehensive Manual for
- PAMELA BYRNE SCHILLER
- PATRICIA M. DYKE
- Multiple World of Child Writers:
- Friends Learning to Write
- ANNE HAAS DYSON
- Young Children Continue to Reinvent
- Arithmetic—2nd Grade: Implications
- of Piaget's Theory
- CONSTANCE KAMH
- Literacy Learning in the Early Years:
- Through Children's Eyes
- LINDA GIBSON
- The Good Preschool Teacher:
- Six Teachers Reflect on Their Lives
- WILLIAM AYERS
- A Child's Play Life:
- An Ethnographic Study
- DIANA KELLY-BYRNE
- Professionalism and the Early Childhood
- BERNARD SPODEK, OUVIA N. SARACHO,
- & DONALD L. PETERS, Eds.
- Looking at Children's Play:
- The Bridge from Theory to Practice
- PATRICIA A. MONIGHAN-NOUROT,
- BARBARA SCALES, JUDITH L. VAN HOORN,
- & MILLIE ALMY
- The War Play Dilemma:
- Balancing Needs and Values in
- the Early Childhood Classroom
- NANCY CARLSSON-PAIGE
- DIANE E. LEVIN
- The Piaget Handbook for Teachers and
- Parents: Children in the Age of Discovery,
- Preschool-3rd Grade
- ROSEMARY PETERSON
- VICTORIA FELTON-COLLINS
- Teaching and Learning in a Diverse World:
- Multicultural Education for Young Children
- PATRICIA G.RAMSEY
- Promoting Social and Moral
- Development in Young Children
- CAROLYN POPE EDWARDS
- Today's Kindergarten
- BERNARD SPODEK, Ed.
- Supervision in Early Childhood Education
- JOSEPH J. CARUSO & M. TEMPLE FAWCETT
- Visions of Childhood:
- Influential Models from Locke to Spock
- JOHN CLEVERLEY & D. C. PHILLIPS
- Starting School:
- From Separation to Independence
- NANCY BALABAN
- Young Children Reinvent Arithmetic:
- Implications of Piaget's Theory
- CONSTANCE KAMII
- Ideas Influencing Early Childhood
- Education: A Theoretical Analysis
- EVELYN WEBER
- Diversity in the Classroom:
- A Multicultural Approach
- FRANCES E. KENDALL
- The Joy of Movement in Early Childhood
- SANDRA R. CURTIS
© Peter Moss and Alan Pence, 1994 Selection, editorial material and Chapter 12
All other material © as credited
First published 1994
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers.
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GUNNAR ÅSÉN has worked as a researcher in different fields of education since 1973. In the 1980s, together with Gunilla Dahlberg, he conducted several studies in a programme on Educational Change in Early Childhood Education and Care. He is now a researcher at Stockholm Institute of Education and is leading a programme on Art and Creative Work in early childhood services.
JULIA BROPHY is a member of the Thomas Coram Research Unit at London University Institute of Education and is currently directing a study on the role of expert evidence in child care proceedings following the Children Act 1989. Her previous work has covered a range of areas including women's employment issues, the role of anti-sexism and anti-racism policies and practices and pre-school playgroups.
GUNILLA DAHLBERG has been a researcher in the field of early childhood education and care since 1971, and a member of two national committees developing pedagogical programmes for early childhood services. She is currently Associate Professor of Education at Stockholm Institute of Education and Director of the Research Unit at the Department of Early Childhood Education in Solna.
SARAH-EVE FARQUHAR originally trained as a kindergarten teacher but is now lecturer in the Department of Human Development, Massey University, Palmerston North. She currently teaches and researches on Human Development and Early Childhood Education and has recently completed a doctorate on constructions of quality in early childhood centres.
CLAUS JENSEN trained and worked as a pedagog (Danish child care worker), mostly with children aged three to seven in kindergartens. He currently works in BUPL, the trade union for pedagogs, where his responsibilities include the organization of further training of pedagogs in Arhus. He also teaches on in-service training courses.
CAROL JOSEPH has played an active role in developing anti-racist practices in early childhood services throughout her working life. She is a founder member of, and continuing contributor to, the Black Childcare Network, which helps to develop anti-racist policies and procedures, and continues this work in her current employment as a Human Resource Consultant. She was born in Grenada.
OLE LANGSTED is Professor at the Department of Communication at Aalborg University. A psychologist by discipline, his main research interest is the broad area of the everyday life of young children both at home and in early childhood services.
[Page vii]JANE LANE works in the Education Section of the British Commission for Racial Equality (CRE), where she has taken a special interest in early childhood services and especially the identification of policies and practices that are potentially discriminatory. She was responsible for preparing From Cradle to School, the CRE's guide to racial equality and early childhood services, and has lectured and written widely on this issue.
MARY LARNER began her career as a child care teacher. She is now director of early childhood care and education at the National Centre for Children in Poverty in New York. Her previous work has included projects on community-based family support programmes, training programmes for early childhood professionals and child care consumer education for low income families.
MARIE MCCALLUM is Assistant Director of Health and Social Development for the Meadow Lake Tribal Council (MLTC). She was formerly Director of the MLTC Indian Child Care Programme and has other experience in First Nation community development as an administrator and band councillor. She is a member of the Flying Dust First Nation, which is one of the nine communities served by the MLTC.
PETER MOSS is a member of the Thomas Coram Research Unit, London University Institute of Education, where he has researched and written about early childhood services and work/family issues. Since 1986, he has been Coordinator of the European Commission's Network on Childcare and Other Measures to Reconcile Employment and Family Responsibilities, which has involved reviewing policies and services in the European Union.
ALAN PENCE is Professor of Child Care at the School of Child and Youth Care, University of Victoria, British Columbia. Before moving into academic work in 1981, he was a child care worker, trainer and programme director. Since 1981 he has played a leading role in the development of Canadian early childhood care and education research; he was Co-director for the Canadian National Child Care Study.
HELEN PENN is a Visiting Fellow at the Department of Child Development and Primary Education at London University Institute of Education. Previously, she was Assistant Director of Education in Strathclyde Regional Council in Scotland where she had responsibility for the first integrated system of early childhood care and education services in Britain.
PAT PETRIE is a member of the Thomas Coram Research Unit, London University Institute of Education, where she researches play and care services for school-age children. She is one of the founders and co-ordinators of the European Network on School-age Childcare. Previous work has involved family day care and the training needs of nursery workers, and she has written extensively about child development.
DEBORAH PHILLIPS is Associate Professor of Psychology at the University of Virginia, but is currently on leave and serving as Director of the Board on Children and Families at the National Research Council's Commission on Social and Behavioural Sciences. She has been on numerous task forces and [Page viii]advisory groups concerned with child and family policy issues. A major and continuing research interest is issues of child care quality.
SUDESH SHARMA is Headteacher of a nursery school, having previously taught in both primary and secondary schools, as well as being a teacher adviser for multicultural education and involved in anti-racist training. Born in India, she came to live in Britain when her parents immigrated when she was three years old.
ANNE SMITH is an Associate Professor in the Department of Education, University of Otago, Dunedin. She teaches, writes and researches on Human Development, Early Childhood Education and Gender Issues in Education. For the last twenty years she has been involved in the process of reforming early childhood policies in New Zealand.
JUNE STATHAM is a member of the Thomas Coram Research Unit at London University Institute of Education. She lives in Wales where she currently directs a study of the implementation in Wales of the Children Act with respect to early childhood services. Her previous work has included non-sexist childraising, pre-school playgroups, open access family centres and integration of children with disabilities.