Simplifying quality rating systems in early childhood education

The Association Between Work as a Calling and Turnover Among Early Childhood Education Professionals

“…Within this high-turnover environment, there are expectations and standards (Markowitz et al, 2020 ) for ECE programs and their staff to provide developmentally appropriate learning opportunities, including for many children who experience difficult family and community circumstances (Sciaraffa et al, 2018 ). Despite efforts to professionalize ECE through educational requirements and continued professional development (Friedman-Krauss et al, 2022 ), commensurate increases in salary are lacking.…”

The Perceptions of School Leaders about Their Readiness to Lead Early Childhood High-Needs Schools

“…Process looks at the various interactions between the teachers and the children in the learning environment (Burchinal, 2017;Brunsek et al, 2017). In their research, Markowitz et al (2020) found that "classroom-level processes, and specifically the responsive teacher-child interactions, are among the most important elements of quality ECE programs, particularly with respect to promoting school readiness" (p. 2),…”

“…The purpose of education used to lie in creating productive citizens that would uphold democratic values, but "current frameworks, standards and assessment tools govern and control how early childhood educators see and assess children and in turn develop and implement policy" (Smith et al, 2016, p. 124). Markowitz et al (2020) found that educational leaders must display "care and caution in defining quality" (p. 2). Often, in early childhood, the education of children is treated as a business to be rated and assessed periodically, moving education to the heart of neoliberalism (Markowitz et al, 2020;Smith et al, 2016;Yoon & Templeton, 2019).…”

“…Markowitz et al (2020) found that educational leaders must display "care and caution in defining quality" (p. 2). Often, in early childhood, the education of children is treated as a business to be rated and assessed periodically, moving education to the heart of neoliberalism (Markowitz et al, 2020;Smith et al, 2016;Yoon & Templeton, 2019). Those researchers feel that "How quality is determined and how the indicators of the quality standards schemes provides insights into how edu-capitalism has permeated and manifested in early childhood education as a hegemonic force ('common-sense' actions seemingly for the benefit of all)" (Smith et al, 2016, p. 128).…”

“…The literature on quality measurement of early childhood shows that the use of quality metrics is not evil when it is designed to truly improve practice rather than standardization (Saavedra & Perez, 2018;Washington et al, 2015). According to educational researchers, the scoring of early childhood classrooms should be used for professional development for the teachers and better learning outcomes for our youngest learners (Markowitz et al, 2020;Saavedra & Perez, 2018;Smith et al, 2016;Yoon & Templeton, 2019). Additionally, ).…”