Deconstructing quality: A conceptual framework for the new paradigm in day care provision for the under eights

Munton, Anthony G.; Mooney, Ann; Rowland, Linda

doi:10.1080/0300443951140102

Cited by 43 publications

(15 citation statements)

References 9 publications

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“…Therefore, in our study this structural aspect of quality equally could not show sufficient variation to explain differences in the child's well-being. Furthermore, we acknowledge that the concept of quality of care is complex and multidimensional (Munton, Mooney, & Rowland, 1995) and that our measurement of quality of care was limited. Our finding that caregiver availability was associated with the child's well-being, but not with child-professional caregiver ratio supports this notion and calls for future research into goodness-of-fit in day care in the context of a more comprehensive assessment of day care quality.…”

Section: Discussionmentioning

confidence: 99%

Goodness-of-fit in center day care: relations of temperament, stability, and quality of care with the child’s adjustment

Schipper

Tavecchio

IJzendoorn

et al. 2004

Early Childhood Research Quarterly

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In this study, the concept of 'goodness-of-fit' between the child's temperament and the environment, introduced by Thomas and Chess [Temperament and Development, Brunner/Mazel, New York, 1977], is applied within the setting of center day care. Mothers and primary professional caregivers of 186 children, aged 6-30 months, participated in this study. The child's problem behaviors were assessed with the CBCL Teacher Report Form [Achenbach, T.M., Guide for the Caregiver-Teacher Report Form for Ages 2-5, Department of Psychiatry, University of Vermont, Burlington, VT, 1997]. The child's socio-emotional well-being in day care was measured with the Leiden Inventory for the Child's Well-Being in Day Care. The Infant Characteristics Questionnaire measured the child's temperament. Children with an easier temperament showed less internalizing and total problem behavior and more well-being. The results suggest that for children with a more difficult temperament, several parallel care arrangements interfere with the process of adapting to the day care setting. Also, our results indicate that in the group of children with greater availability of trusted caregivers, a more easy-going temperament was associated with more well-being. The association between temperament and well-being was not found in the group of children with less access to trusted caregivers.

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Section: Discussionmentioning

confidence: 99%

Goodness-of-fit in center day care: relations of temperament, stability, and quality of care with the child’s adjustment

Schipper

Tavecchio

IJzendoorn

et al. 2004

Early Childhood Research Quarterly

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“…ECERS and FDCRS assess important, but specific aspects of day care provision (Statham & Brophy, 1992;Munton, Mooney & Rowland, 1995). It is possible that quality of care provided by the intervention groups did improve over the period of the evaluation, but in ways not assessed by the measures used.…”

Section: Discussionmentioning

confidence: 96%

“…Detailed discussion of issues concerning the validity of ECERS is beyond the scope of this paper. More rigorous accounts of how ECERS may map on to definitions of quality can be found in Statham and Brophy (1992), and Munton, Mooney and Rowland (1995).…”

Section: European Early Childhood Education Research Journalmentioning

confidence: 99%

Quality in group and family day care provision: Evaluating self-assessment as an agent of change

Munton

Mooney

Rowland

1997

European Early Childhood Education Research Journal

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This paper describes a study to examine the effectiveness of self-assessment as a method of monitoring, evaluating and enhancing quality of service provision in day care settings. One hundred and nineteen providers of group (centre based) day care and 120 providers of family day care took part. Self-assessment materials, designed to help providers evaluate, monitor and enhance the quality of their provision, were produced. These materials combined the views of stakeholders concerning the nature of quality day care with an extensive review of the day care research literature. Presentation of the material was determined by a social learning theory interpretation of an experiential learning paradigm. Results of the evaluation study suggest that to implement self-assessment procedures effectively, some day care providers may require support from an experienced facilitator or mentor. The implications for developing self-assessment procedures for use by day care providers are discussed. RESUMEDans cet article, nous dtudions l'efficacitd de l'auto-dvaluation comme m~thode de contrOle, d'dvaluation et d'amdlioration de la qualitd du travail r&lisd dans les diffdrents syst~mes de garde. Cent dix neuf personnels de structures collectives (creches) et cent vingt assistantes maternelles ont pris part ?~ cette dtude. Nous avons cr~ un mat&iel d'autodvaluation visant ?t aider les personnes concern~es ?~ dvaluer, contr~ler et amdliorer la qualitd de leur travail. Le mat&iel a dtd con¢u en tenant compte ?~ la fois des opinions des diffdrents personnels impliquds sur ce que signifie la qualitd et de l'analyse de la littdrature scientifique sur ce sujet. La prdsentation du matdriel a ~t~ determin~e ~ l'aide d'une interprdtation de la thdorie de l'apprentissage social. Les rdsultats de cette ~tude sugg~rent que pour appliquer les procddures d'auto-dvatuation de mani~re efficace, l'aide d'un expert ou d'un mentor est quelquefois ndcessaire ?z certains personnels. Les implications pour le ddveloppement de procddures d' auto-dvaluation ?l l'usage des personnels de la petite enfance sont discutdes. ZUSAMMENFASSUNG Prdsentiert wird eine Studie Unterst~itzung eines Mentors ben6tigen, um die Instrumente zur Selbstevaluation erfolgreich einzusetzen, Konsequenzen fiir die Entwicklung von Methoden zur Selbstevaluation in Tageseinerichtungen werden diskutiert. RES UMENEn este articulo se describe una investigaci6n que estudia la eficacia de la autoevaluaci6n como mdtodo de seguimiento, valoraci6n y mejora de la calidad de los servicios ofrecidos en todos los tipos de jardin de infancia. En este estudio participaron 119 experiencias educativas desarrolladas en centros diurnos y 120 en las que participaba la familia. Se crearon materiales de auto-evaluaci6n con el objetivo de ayudar a los educadores a valorar y mejorar la calidad de sus servicios. Estos materiales reunian, por un lado, las opiniones de las personas implicadas sobre los fundamentos de una atenci6n infantil de calidad y, por otro, inclufan un amplio andlisis sobre las investigaci...

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“…physical environment, materials and people in the setting) and processes (the activities that constitute care, for example interactions involving both people and materials) in relation to outcomes. Particularly those relating the latter to children's educational attainment or measurable aspects of development (Moss 1994;Munton, Mooney, and Rowland 1995;Sylva et al 2004). There are, however, other approaches.…”

Section: Background Of the Studymentioning

confidence: 98%

“…The concept of 'quality' in the early years has been much discussed and problematised over past decades (Dahlberg, Moss, and Pence 2007;Moss 1994Moss , 2005Moss and Pence 1994;Munton, Mooney, and Rowland 1995;Penn 2000;Woodhead 1998). Pence and Moss (1994) recognise it as a relative, values-based and therefore subjective notion and the same can be said of 'success'.…”

Section: Background Of the Studymentioning

confidence: 99%

Understanding and achieving quality in Sure Start Children's Centres: practitioners' perspectives

Cottle¹

2011

International Journal of Early Years Education

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This article focuses on some of the issues that shape understandings of professional practice in the rapidly expanding context of children's centres in England. Drawing on data from an ESRC-funded project exploring practitioners' understandings of quality and success, the perspectives of 115 practitioners working in 11 Sure Start Children's Centres are presented. The findings indicate that the practitioners' definitions of quality and success are influenced by contextual elements, such as the organisational climate in which they work, as well as the wider political agenda and their individual histories. Putting practitioners' understandings of quality into practice presents challenges on a number of levels as they search for new ways of working to provide 'joined up' provision that will work for children and their families as required by current policy.

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Deconstructing quality: A conceptual framework for the new paradigm in day care provision for the under eights

Cited by 43 publications

References 9 publications

Goodness-of-fit in center day care: relations of temperament, stability, and quality of care with the child’s adjustment

Goodness-of-fit in center day care: relations of temperament, stability, and quality of care with the child’s adjustment

Quality in group and family day care provision: Evaluating self-assessment as an agent of change

Understanding and achieving quality in Sure Start Children's Centres: practitioners' perspectives

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