Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on "quality". Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
- 19 Apr 2012
- DOI :
What are the challengs and strategies?
- Pages :
- DOI :
The Czech Republic has made several efforts to tackle these challenges by, for example, explaining the expected tasks and purposes of preschools; encouraging family engagement and participation in ECEC to improve the alignment between learning at home and in the preschool; including example activities, actions and practices for staff in the framework; and implementing selfassessment practices used for improving staff quality. To further their efforts, the Czech Republic could consider strategies implemented by New Zealand, Norway and Scotland, such as developing age-appropriate content based on children’s needs; having a common framework covering the entire ECEC age range; improving working conditions or providing practical tools to stimulate effective implementation; and evaluating the implementation of the curriculum framework.