Quality Monitoring in Day Care Centers and Preschools: Discourses, Concepts and Experiences from German Early Childhood Education and Care

2021 ◽  
pp. 163-180
Author(s):  
Stefan Faas ◽  
Sabrina Dahlheimer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Quality Monitoring ◽  
Day Care Centers ◽  
Childhood Education ◽  
Education And Care

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

scholarly journals Exploring Stakeholder Perceptions of Quality Early Childhood Education in Private Day Care Centers in Ghana: A Qualitative approach

2020 ◽  
Author(s):  
John Forkuor ◽  
Belinda Lebene Ami Bamezor ◽  
Theophilus Quaicoe ◽  
Frances Dufie Azumah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Tertiary Education ◽  
Structured Interviews ◽  
Day Care Centers ◽  
Childhood Education ◽  
Poor Households ◽  
Feeding Program ◽  
Definition Of

<p>In Ghana, despite increasing enrolment, majority of children do not have access to quality early childhood education. The lack of a context specific and culturally relevant definition of quality in early childhood education is one of the challenges stakeholders face in promoting quality standards in Ghana. In this paper, we use data collected through qualitative semi-structured interviews to explore stakeholder definition of quality in early childhood education, the implications of quality, and the key characteristics emphasized in recruiting teachers into quality early childhood education. For the participants, quality early childhood education embodies three key components: safety, nutrition, and teaching. Cognitive development, social skills and leadership abilities were emphasized as some of the benefits of quality early childhood education for children. Regarding the recruitment of teachers, participants emphasized tertiary education rather than attitudinal and behavioral qualities as relevant for teachers in early childhood education. In view of the emphasis placed on nutrition in defining quality, we recommend that advocacy groups must ensure that the government’s school feeding program extends to day care centers. This will go a long way to ensure that children from poor households are not excluded from the benefits of quality early childhood education. </p>

scholarly journals Exploring Stakeholder Perceptions of Quality Early Childhood Education in Private Day Care Centers in Ghana: A Qualitative approach

2020 ◽  
Author(s):  
John Forkuor ◽  
Belinda Lebene Ami Bamezor ◽  
Theophilus Quaicoe ◽  
Frances Dufie Azumah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Tertiary Education ◽  
Structured Interviews ◽  
Day Care Centers ◽  
Childhood Education ◽  
Poor Households ◽  
Feeding Program ◽  
Definition Of

<p>In Ghana, despite increasing enrolment, majority of children do not have access to quality early childhood education. The lack of a context specific and culturally relevant definition of quality in early childhood education is one of the challenges stakeholders face in promoting quality standards in Ghana. In this paper, we use data collected through qualitative semi-structured interviews to explore stakeholder definition of quality in early childhood education, the implications of quality, and the key characteristics emphasized in recruiting teachers into quality early childhood education. For the participants, quality early childhood education embodies three key components: safety, nutrition, and teaching. Cognitive development, social skills and leadership abilities were emphasized as some of the benefits of quality early childhood education for children. Regarding the recruitment of teachers, participants emphasized tertiary education rather than attitudinal and behavioral qualities as relevant for teachers in early childhood education. In view of the emphasis placed on nutrition in defining quality, we recommend that advocacy groups must ensure that the government’s school feeding program extends to day care centers. This will go a long way to ensure that children from poor households are not excluded from the benefits of quality early childhood education. </p>

scholarly journals Exploring Stakeholder Perceptions of Quality Early Childhood Education in Private Day Care Centers in Ghana: A Qualitative Approach

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Belinda Lebene Ami Bamezor ◽  
Theophilus Quaicoe ◽  
John Boulard Forkuor ◽  
Francess Dufie Azumah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Tertiary Education ◽  
Day Care Centers ◽  
Childhood Education ◽  
Poor Households ◽  
Feeding Program ◽  
Definition Of ◽  
Context Specific

In Ghana, despite increasing enrolment, majority of children do not have access to quality early childhood education. The lack of a context-specific and culturally relevant definition of quality in early childhood education is one of the challenges stakeholders face in promoting quality standards in Ghana. In this paper, we use data collected through qualitative semistructured interviews to explore stakeholder definition of quality in early childhood education, the implications of quality, and the key characteristics emphasized in recruiting teachers into quality early childhood education. For the participants, quality early childhood education embodies three key components: safety, nutrition, and teaching. Cognitive development, social skills, and leadership abilities were emphasized as some of the benefits of quality early childhood education for children. Regarding the recruitment of teachers, participants emphasized tertiary education rather than attitudinal and behavioral qualities as relevant for teachers in early childhood education. In view of the emphasis placed on nutrition in defining quality, we recommend that advocacy groups must ensure that the government’s school feeding program extends to day care centers. This will go a long way to ensure that children from poor households are not excluded from the benefits of quality early childhood education.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

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