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Engaging Young Children

Lessons from Research about Quality in Early Childhood Education and Care

image of Engaging Young Children

The first years of life lay the foundations for a child’s future development and learning. Many countries have increased their financial support for provision of early childhood education and care (ECEC) over the past years. More recently, the focus of debate has been shifting from expanding access to affordable ECEC to enhancing its quality.  A growing body of research suggests that the magnitude of the benefits for children will depend on the level of quality of early childhood services, with especially strong evidence in the case of disadvantaged children.

In light of budgetary constraints, policy makers require the latest knowledge base of the quality dimensions that are most important for ensuring children's development and early learning. However, current research is often narrow in focus or limited to programme-level or national-level conclusions. This book expands the knowledge base on this topic. It draws lessons from a cross-national literature review and meta-analysis of the relationship between early childhood education and care structure (e.g. child-staff ratios, staff training and qualifications), process quality (i.e. the quality of staff-child interactions and developmental activities), and links to child development and learning.

This report concludes with key insights, as well as avenues for further research. It was co-funded by the European Union.

English

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Data and monitoring to improve quality in early childhood education and care

Data and monitoring can be a powerful lever to encourage quality in early childhood education and care (ECEC) by establishing facts, trends and evidence about whether children have equitable access to high-quality ECEC, as well as to inform of measures to achieve improvements. This chapter provides a review of findings on one single feature of data and monitoring systems, i.e. Quality Rating Improvement Systems or QRIS, and its relationship with to process quality and child outcomes. Overall, the implementation of quality monitoring and rating improvement systems was associated with better staff-child interactions, in particular for centres for children aged 3 to 5 and for children aged 0 to 2. The associations and applicability of the QRIS for family daycare settings are more uncertain. There are also mixed findings on whether the use of QRIS is associated with higher levels of children’s development and learning.

English

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