Summary
This paper explores some of the findings of a study focussing on constructions of family day care from the perspectives of caregivers/educators and coordinators as they engaged in a quality review process using a recently developed resource — The Quality Journey/He haerenga whai hua (2000). The paper positions quality review as a part of a professionalisation process for family day care in New Zealand that crosses the “thin blue line” of accreditation (as described by Gormley, 1999). The results of the study found that quality review was able to support caregivers to see themselves as “educators” rather than acting against externally imposed conditions that they did not previously share as a frame of reference for their work as volunteers. In this way, the regulatory framework (i.e. the floor) was integrated into the review process and supported a collective approach to the provision of education and care for children whilst offering scope for articulating quality that goes beyond minimum standards.
Résumé
Cette communication explore certaines des conclusions d’une étude centrée sur les concepts des assistantes maternelles, éducateurs (éducatrices) et coordinateurs (coordinatrices) en matière de garderies familiales, lors du processus d’évaluation de la qualité qu’ils (elles) ont engagé en s’appuyant sur un ouvrage de référence récent — The Quality Journey/He haerenga whai hua (2000). L’exposé considère cette évaluation de la qualité comme faisant partie du processus de professionnalisation en Nouvelle-Zélande qui franchit la «ligne bleue mince» de l’accréditation (telle que décrite par Gormley, 1999). L’étude a conclu que l’évaluation de la qualité confirmait le point de vue des assistantes maternelles qui se voyaient comme «éducatrices» plutôt qu’agissant contre des conditions imposées de l’extérieur qu’elles ne partageaient pas auparavant comme cadre de référence dans leur travail en tant que bénévoles. De la sorte, le cadre réglementaire (c’est-à-dire l’ «atelier») était compris dans le processus d’évaluation et venait à l’appui d’une approche collective des services d’éducation et de garde des enfants tout en offrant la possibilité d’énoncer clairement une qualité qui va au-delà des normes minimales.
Resumen
La presente ponencia explora algunos de los hallazgos de un estudio centrado en la construcción de guarderías infantiles desde la perspectiva de los cuidadores/educadores y coordinadores mientras participaron en un a proceso de revisión de calidad utilizando un recurso de reciente desarrollo — La travesía de la calidad/He haerenga whai hua (2000). La ponencia posiciona la revisión de la calidad como parte de un proceso de profesionalización de las guarderías infantiles de Nueva Zelanda que cruza la “Fina línea azul” de la acreditación (según la descripción de Gormley, 1999). Los resultados del estudio indicaron que la revisión de la calidad les dio a los cuidadores el respaldo necesario para que se consideraran a si mismos “educadores” en lugar de actuar bajo condiciones impuestas externamente que antes no compartían como marco de referencia en su trabajo como voluntarios. De este modo, el marco regulatorio (es decir, el piso) se vio integrado al proceso de revisión y respaldó un enfoque colectivo a la provisión de educación y cuidado de los niños que a la vez ofrece espacio para expresar calidad que va más allá de los estándares mínimos.
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White, J. Thin blue lines and red crosses: Signposts to quality in family day care?. IJEC 37, 94–100 (2005). https://doi.org/10.1007/BF03165750
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DOI: https://doi.org/10.1007/BF03165750