The Quality of Early Childhood Education and Care Services in Australia

2013 ◽  
Vol 38 (2) ◽  
pp. 13-21 ◽  
Author(s):  
Collette Tayler ◽  
Karin Ishimine ◽  
Dan Cloney ◽  
Gordon Cleveland ◽  
Karen Thorpe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Care Services ◽  
Education And Care

Der Coupon-Handelsansatz als Modell für eine subjektbezogene Finanzierung der Kinderbetreuung / The Coupon Trading Approach as a Model for a Subject-based Financing System of Early Childhood Education and Care Services

2012 ◽  
Vol 232 (2) ◽  
Author(s):  
Henrik Egbert ◽  
Andreas Hildenbrand
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Allocation Of Resources ◽  
Financing System ◽  
Public Authorities ◽  
Childhood Education ◽  
Care Services ◽  
Object Based ◽  
Education And Care

SummaryImproving early childhood education and care (ECEC) services is one of the challenging duties of public authorities in Germany.We think that inefficiency with respect to the quantity as well as the quality of ECEC services is caused by the prevalent object-based financing system. In this article, we tackle the issue by providing a positive analysis to the ongoing discussion about the future of publicly financed ECEC services. We present a model of a subject-based financing system for ECEC services with tradable vouchers. On the basis of this model, it is shown that by introducing tradable vouchers a more efficient allocation of resources is possible. Further, the model indicates that tradable vouchers also improve the quality of ECEC services.

scholarly journals A FRAMEWORK TO ANALYSE THE QUALITY OF ECEC SERVICES ACCORDING TO THE CHILD-CENTRED CULTURE

2021 ◽  
Author(s):  
Paolo Sorzio ◽  
◽  
Caterina Bembich ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Reflection ◽  
Educational Settings ◽  
Childhood Education ◽  
Care Services ◽  
Opportunities For Learning ◽  
Education And Care ◽  
Indicator Frameworks

In this contribution it is proposed a critical framework, based on Basil Bernstein’s theory, for two aims. The first one is a critical reflection on some structural limits of the Indicator Frameworks used to evaluate the quality of Early Childhood Education and Care services (ECEC), since they rely mainly on measures of the structural and processual characteristics of the educational settings. As a consequence, the processual dimensions are reduced to their individual components, overlooking the complex and contingent interactions that create opportunities for learning. The second aim is to propose a framework, based on Basil Bernstein’s theory to analyse the different child-centred approaches to ECEC.

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.

Parent Choice of Early Childhood Education and Care Services

2007 ◽  
Vol 32 (2) ◽  
pp. 51-57 ◽  
Author(s):  
Karen Noble
Keyword(s):  
Early Childhood ◽  
Grounded Theory ◽  
Social Context ◽  
Early Childhood Education ◽  
Knowledge Bases ◽  
Theory Analysis ◽  
Parent Choice ◽  
Childhood Education ◽  
Care Services ◽  
Education And Care

THIS PAPER REPORTS ON A STUDY designed to enhance knowledge and understanding of parent choice in relation to early childhood education and care (ECEC) services. It investigates the ways parents make their choices of early childhood services and examines and interprets the meanings they ascribe to those choices. An orthodox grounded theory analysis of interviews with parents was conducted to elicit the knowledge bases parents draw on as they make judgements about the early childhood services they access for their children. This investigation informs ECEC professionals about the variations in the ways parents make choices for their young children. Specifically, there is a strong sense of the influence of social context and existing beliefs and understandings. However, equally importantly, parent choice is also strongly influenced by more pragmatic concerns. Therefore, choice of ECEC service is both complex and pragmatic.

Trust, Empathy and Time: Relationship Building with Families Experiencing Vulnerability and Disadvantage in Early Childhood Education and Care Services

2017 ◽  
Vol 42 (4) ◽  
pp. 4-12 ◽  
Author(s):  
Wendy Roberts
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Interpretative Phenomenological Analysis ◽  
Social Inclusion ◽  
Structured Interview ◽  
Relationship Building ◽  
Childhood Education ◽  
Care Services ◽  
Starting Point ◽  
Education And Care

THIS ARTICLE IDENTIFIES some key enablers and barriers in early childhood education and care (ECEC) environments in Australia encountered by early childhood educators and professionals (ECEPs) and by the children and their families experiencing vulnerability and disadvantage. Improving educational outcomes can change the cycle of disadvantage for children and their families. This research asks both the providers and users of services concurrently about what they think is important and effective. This qualitative case study used Interpretative Phenomenological Analysis (IPA) to analyse semi-structured interview data gathered from 30 families and their children and 33 qualified ECEPs. The research focused on the enablers and barriers around social inclusion, access, participation and engagement at the different levels of system, service, children and their families, and ECEPs. The study found that the participant groups shared an understanding that empathy, trust and time proved key to relationship building as a starting point in addressing some of the key barriers. Social inclusion, access, participation and engagement are key to early learning success in early childhood—a time integral to overall health, wellbeing and future role in society. This study has led to the development of a new model for engagement and relationship building.

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