How Stake Holder Groups Define Quality in Child Care

Ceglowski, Deborah

doi:10.1007/s10643-004-1076-6

Cited by 33 publications

(27 citation statements)

References 10 publications

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“…Moreover, the definition of quality reflects the values and beliefs, needs and agendas, influences and empowerment of various groups of stakeholders, such as parents, educators, researchers, policymakers, and advocates who have an interest in these services (Ceglowski, 2004;Liang, 2001). The definition of child care quality presents these various aspects, depending on the groups identified.…”

Section: Defining Child Care Qualitymentioning

confidence: 99%

Parents’ perspectives on child care quality and satisfaction in Taiwan

Jang¹,

Moore²,

Lin³

2014

IJRSE

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Parents are important stakeholders when demanding quality child care services, and it is necessary to take parents' perspectives on child care quality seriously. The purpose of this study was to investigate Taiwanese parents' perceptions regarding the importance of quality, and satisfaction with preschools based on participants' demographic characteristics, child's ages, and types of schools. Convenience sampling was utilized in this study. Data were collected from 810 participants with at least one three-to five-year-old child enrolled in one of 20 preschools in Taiwan. The instrument identified parental perceptions of quality and satisfaction with child care programs were categorized into seven domains: Program Characteristics, Teacher Characteristics, Interactions, Curriculum, Safety and Health, Physical Environment, and Evaluation. Health and safety issues tended to be more important in determining parental ratings for quality and satisfaction when children were enrolled preschool programs. There were no significant differences on parental ratings of the importance of quality among parental demographic characteristics and child's ages, and only significant difference by children's types of schools. Overall, results showed parents were satisfied with their current preschool programs. The findings have implications for parents, practitioners, and policy makers; for example, parents' education; Parent-Teacher partnerships; and effective communication for teacher-parent interactions. Recommendations for future research were addressed.

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Section: Defining Child Care Qualitymentioning

confidence: 99%

Parents’ perspectives on child care quality and satisfaction in Taiwan

Jang¹,

Moore²,

Lin³

2014

IJRSE

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“…A definção de qual dade nesse t po de serv ço é complexa e var ada. O conce to de qual dade é conceb do como sendo relat vo e d nâm co, dependente de crenças, de valores e de nteresses específicos, sendo que a qual dade const tu -se como um processo polít co, h stór co e d ferenc ado (Ceglowsk , 2004;P otto & cols., 1998).…”

Section: A M Carvalho and A S Pereiraunclassified

“…Katz (1993) dent ficou c nco perspect vas que contr buem para a aval ação global da qual dade da educação nfant l (das cr anças, dos adultos, das famíl as, do programa, da soc edade). A perspect va dos adultos tem s do a ma s estudada (Ceglowsk , 2004;Ceglowsk & Bac galupa, 2002) e aval a a qual dade de atr butos do programa. Os seus pr nc pa s cr tér os de qual dade na perspect va dos adultos são: a proporção cr ança/adulto, o tamanho do grupo de cr anças atend das numa turma, a formação dos profiss ona s, a taxa de rotat v dade dos profiss ona s, o relac onamento entre adultos e cr anças, os cu dados com saúde e h g ene, os cu dados com segurança; os espaços, equ pamentos e mater a s d sponíve s no amb ente, entre outros.…”

Section: A M Carvalho and A S Pereiraunclassified

Qualidade em ambientes de um programa de educação infantil pública

Carvalho

Pereira

2008

Psic.: Teor. e Pesq.

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Este estudo objetivou avaliar a qualidade dos ambientes de um programa público de educação infantil - PEI, utilizando os instrumentos Infant/Toddler Environment Rating Scale - Revised Edition (ITERS-R) e Early Childhood Environment Rating Scale - Revised Edition (ECERS-R). Foram avaliadas 16 turmas com faixa etária entre 4 e 68 meses. A média obtida pelas turmas com a ITERS-R foi de 2,80. As turmas avaliadas por meio da ECERS-R obtiveram média de 2,69. Segundo as escalas utilizadas, esses resultados indicam um padrão de qualidade entre inadequada e minimamente adequada. Quanto aos itens das escalas, verificou-se uma maior variação nos escores das turmas com idade de até 3 anos. Os resultados obtidos evidenciaram a necessidade de intervenções no programa, sobretudo nos itens relacionados à rotina e cuidados pessoais com as crianças de até 3 anos e aqueles relativos às atividades, com as crianças a partir de 3 anos até 68 meses.
This study aimed to evaluate the quality of infant public educational environments, by the indicated means for this kind of evaluation: Infant/Toddler Environment Rating Scale - Revised edition (ITERS-R) and Early Childhood Environment Rating Scale - Revised Edition (ECERS-R). Sixteen school groups were evaluated, with ages from six to sixty-eight months. The average gotten by the groups that were evaluated through ITERS-R was of 2.80. The groups that were evaluated through ECERS-R, got an average of 2.69. According to the scales adopted, these results indicate a quality pattern between insufficient and minimally adequated. As the scales items, it was verified a major variation in the scores from classes of until 3 years old. The obtained result showed the necessity of interventions in the program, especially in the items related to the routine and daily care of children with until 3 years old and those related to the activities, with children from 3 years old to sixty-eight months

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“…Developmental research consistently links higher quality child care with children's well being, developing skills and subsequent adjustment (Azer et al 2002;Ceglowski 2004;Ceglowski and Bacigalupa 2002;Gallagher et al 1999;Jalongo et al 2004;Katz 1993;Love 1997;Lowe Vandell and Wolfe 2000;NICHD Early Child Care Research Network 2003). Although the amount of child care that a child experiences, the stability of arrangements and providers over time, and the types of care in which the child is enrolled are sometimes associated with developmental outcomes, it is the quality of care that appears to have the most pervasive consequences for the child's development (NICHD Early Child Care Research Network 2003).…”

Section: Introductionmentioning

confidence: 99%

Using the ACEI Global Guidelines Assessment to Evaluate the Quality of Early Child Care in Greek Settings

Ρέντζου

2010

Early Childhood Educ J

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In recent years, there has been a significant growth of interest in ensuring that child care provision for children is of a high quality. This interest has been stimulated by research evidence according to which good quality child care has a positive influence on children's overall development. The global quality in Greek preschool and infant/ toddler classrooms was assessed with ACEI Global Guidelines Assessment (GGA), Early Childhood Environment Rating Scale-Revised (ECERS-R) and Infant Toddler Environment Rating Scale (ITERS). Our research data, confirm previous research results from Greece, and suggest that Greek child care centers provide low quality care and education. Comparisons between the tools employed revealed great similarity between the ACEI GGA and ECERS-R ratings on issues relating to environment and physical space, program evaluation, communication with families, opportunities for family and community participation, recognition of diversity, curriculum and activities, etc. On the other hand the ACEI GGA and ITERS seem to measure different aspects of process quality, as far as infant care and education are concerned. Research results indicate the need for immediate improvement and revision of the policies employed by Greek state, as far as young children's education and care are concerned.

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How Stake Holder Groups Define Quality in Child Care

Cited by 33 publications

References 10 publications

Parents’ perspectives on child care quality and satisfaction in Taiwan

Parents’ perspectives on child care quality and satisfaction in Taiwan

Qualidade em ambientes de um programa de educação infantil pública

Using the ACEI Global Guidelines Assessment to Evaluate the Quality of Early Child Care in Greek Settings

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