Child development and quality in ECEC 1 MIUR - OECD ECEC- Paris 2010

Child development and
quality in ECEC
MIUR - OECD ECEC- Paris 2010
The examined literature review on quality in ECEC covers the same
aspects analyzed in the most recent Italian literature on definitions
and concepts of (high) quality in ECEC. The last one produced by
CNEL (25- 5-2010) gives the benchmarks on quality.
According to the detailed document made by researchers, it seems
particularly important to:
harmonize the different beliefs, values, socio-economic context and
the needs of community user’s that indeed represent the focus of the
matter referred to the services to the person (social area).
value the costs /benefits of high quality services.
MIUR - OECD ECEC- Paris 2010
How can quality be defined in ECEC? 1
In Italy, the main concern according to the definition of quality in ECEC
is contained in the indications given in the Paper on the Children Rights
(1989), that have been taken in account in the national Low n. 176 of
the 27th May 1991;
Is in the centrality given to the children and the importance given to a
family active participation;
In the importance of the organization of the service setting (structures)
and in the definition of the quantitative and qualitative standards;
In the priority given to the children environment reception in the
educational project;
The link and coherence between the toddler (crèche) and the childhood
school the scuola dell’infanzia (sezioni primavera), (chidren less than 23 years old)
MIUR - OECD ECEC- Paris 2010
How can quality be defined in ECEC?
So Quality in ECEC responds to:
 a monitoring system which takes in
consideration the multiply expectations of
 users,
 staff members
 political deciders
 stakeholders.
MIUR - OECD ECEC- Paris 2010
What factors can enhance child well-being and learning outcomes?
Factors affecting quality
Emotional approach (leaving/taking reliance)
 Parental involvement (co-responsibility in educational issues in
general) and structures ( meeting spaces and time flexibility).
 Teachers role and action (researcher) and team teachers
educators and pedagogical staff as well as other working staff.
 Community support
Structural factors
 Structures (spaces for activities as lab)
 Environment (as a teacher) and plurality of languages (images,
music, light, sounds etc…)
 Pedagogical projects (responding to the personal needs)
 Experience (as a play)
 Identity (child as the source of his/her own learning)
 Relational process. (knowledge co-building and creativity)
 Use of communicative media
 Staff training
MIUR - OECD ECEC- Paris 2010
What policies can make a difference in child outcomes
affecting these factors?
Economic policies to support parents and monoparental family
Educational policies upgrading teacher and parents
knowledge concerning child development
Child outcomes assessing
Children/ teacher ratio.
Laboratorial Educational Activities and Setting
Communications policies: Relationship and
discussion with parents and stakeholders about
school policy and Curriculum planning
Politics of involvement (Community involvement :
school committee ) such as the Consulta
MIUR - OECD ECEC- Paris 2010
Mrs Angiolina PONZIANO
[email protected]
Mrs Silvana MARRA
[email protected]