Abstract
Studies have shown that to have effective outcomes, ECE must also be of high quality (Barnett, 2012; Corak et al., 2012; Heckman et al., 2009, 2012). This chapter describes how quality in ECE is assured and maintained, including the regulatory environment; staff qualifications and training; group size and ratios; health, safety and child protection; ECE curriculum guidance; and quality assurance, inspection, reporting and accountability. These data provide readers with information on aspects often associated with quality ECE services for children and families, and how this quality is achieved, monitored and maintained. Within and between country similarities and variations in quality and monitoring will be highlighted.
Keywords
- Continue Professional Development
- Study Country
- Annual Salary
- National Guidance
- Curriculum Guidance
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Bertram, T., Pascal, C. (2016). Supporting Quality in ECE. In: Early Childhood Policies and Systems in Eight Countries. Springer, Cham. https://doi.org/10.1007/978-3-319-39847-1_7
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DOI: https://doi.org/10.1007/978-3-319-39847-1_7
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Publisher Name: Springer, Cham
Print ISBN: 978-3-319-39846-4
Online ISBN: 978-3-319-39847-1
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