Item 11: Progress Report on the Quality Project

Miho Taguma Project leader on ECEC

7th Meeting of the OECD Network on Early Childhood Education and Care, Paris, 21-22 June 2010

Focus of Item 11

• Analytical framework with an overview of general quality indicators

• Preliminary Framework of Policy Tool Box• Findings from thematic literature overview: “parental and

community involvement”, “curriculum and pedagogy”, and “professional development and working conditions”

• Quality in physical settings from CELE• Discussants from DEN, POR, ITA

Analytical Framework for Quality: Child-centered Approach

Inputs – Education Policy/ Social Policy/ ECEC Policy

Outcomes – Educational outcomes/ Social outcomes

Intermediaries – Environments and Interactions

ECEC staffPeers

ECEC institutions

Parents SiblingsGrandparents Neighbours

Home and community

Analytical Framework for Quality: Child-centered Approach

Inputs – Education Policy/ Social Policy/ ECEC Policy

Outcomes – Educational outcomes/ Social outcomes

Factors that contribute to improving child outcomes

ECEC process factors* Pedagogy and curriculum* Physical settings

Family factors* SES * Mental health* Educational resources at home * Early reading at home

Structural factors* Staff education, qualifications and training* Child/staff ratio * Group size * Staff wages* Parental and community involvement* Political support and public funding* Coordinated programme administration and management* Monitoring the ECEC sector

Preliminary Framework of Policy Tool BoxTo improve quality in early childhood education and care, it is

essential to align separate, complementary policy tools.

Setting explicit policy goals Legislation for

access, quality and equity

Regulations/ deregulations

of ECEC services

Funding Curricula and pedagogy

Parental support

Monitoring, research and

evaluation

Teacher education, professional

development, working conditions