Defining Quality in Early Childhood Education: Parents' Perspectives

Y

13

Foreign Countries; Educational Quality; Early Childhood Education; Parent Attitudes; Young Children; Family School Relationship; Child Development; Kindergarten; Child Welfare; Child Caregivers; Early Childhood Teachers; Teacher Characteristics; School Policy; Educational Environment; Physical Environment

10.1080/1350293X.2020.1755488

1350-293X

In the Maltese context, the nation-wide roll-out of State kindergarten provision in the mid-70s and the rapid increase in childcare services for under three-year-olds over the last two decades were initiatives driven by efforts to entice women to the labour market. National research to determine short and long-term effects which these services have on children's development and achievements or quality-related studies have yet to be undertaken. This article analyses responses to an open-ended question inviting parents of children in childcare and kindergarten settings, to identify three aspects indicative of 'quality'. Responses were completed by just under 2000 parents. NVivo analyses indicated that parents associate quality with practitioners' characteristics, including the care and love towards children; the relationships and communication between the settings and families; children's happiness, personal development and welfare; and physical characteristics of the setting. Knowing about parents' definitions of quality can strengthen collaboration between families and settings and encourage meaningful engagement to support young children's learning and development.

As Provided

2020

EJ1257553