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• W457445 abstract "This paper comments on issues of quality in early child care and education from an international perspective, asserting that questions about how to determine quality are as complex for early childhood programs as for all other professional services. The paper's introduction discusses the world wide trend of expansion in the amount of out-of-home care offered, the variations in training and government supervision, and the common problems of defining the objectives of early childhood provisions and of providing quality and affordability. The paper then lists five perspectives on assessing quality and states that criteria representing all of these perspectives merit consideration in determining the quality of provisions for the care and education of young children. Each perspective is discussed in detail: (1) the top-down perspective, which typically assesses selected characteristics of the program, setting, equipment, and other features, as seen from above by adults in charge of the program or by those responsible for licensing it; (2) the bottom-up perspective, which attempts to determine how the program is actually experienced by the participating children; (3) the outside-inside perspective, which assesses how the program is experienced by the families it serves; (4) the inside perspective, which considers how the program is experienced by its staff; and (5) the outside perspective, which takes into account how the community and larger society are served by the program. The paper then discusses implications suggested by this formulation of quality assessment, including discrepancies between perspectives, issues of accountability, and the use of highversus low-inference variables (for example, having to infer deep feelings of participants versus measuring the staff-to-child ratio) . The paper concludes that answers to the criteria proposed for each perspective can be used as a basis for decisions about the kinds of modifications to make to the program, but that efforts must continue in developing, adopting, and applying an accepted set of professional standards of practice for which practitioners can fairly be held accountable. Contains 22 references. (EV) griin ( ) KEYNOTE SPEECH I U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. CI Minor changes have been made to improve reproduction quality. o Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Multiple Perspectives on the Quality of Programs for Young Children Lilian G. Katz, Ph.D. University of Illinois Urbana-Champaign, Illinois Introduction Concern about the quality of child care programs has been a main topic of conferences, symposia, papers, and reports for about a decade all over the world. This trend is related to the findings from an accumulating body of research indicating that any provision for young children that is less than top quality represents a missed opportunity to make a substantial contribution to their development that has implications for the rest of their lives. However, questions about how to determine quality are as complex for early childhood programs as for all other professional services. In this presentation I will comment issues of quality in early child care and education provisions from an international perspective. It is surprisingly difficult to examine the issues with much confidence. Even within countries, there are often wide varieties of arrangements for the provision of care and education for the young. Perhaps the only clear world wide trend is that of expansion in the sheer amount of out-of-home care currently being offered. The reasons underlying this expansion vary from one place to another. In some parts of the world increasing family mobility and the reduced availability of customary family care arrangements that accompanies it creates a need for out-of-home care by strangers or institutions. In some cases families are less willing than earlier to ask older-though still-young-siblings to carry heavy child care responsibilities. In some contexts, increasing maternal employment away from home alongside increasing single motherhood has produced a strong demand for early care services. All of these trends are occurring at a time around the world when governments and communities are increasingly concerned about compensatory early education as a way of intervening in less than optimal early childhood environments. Thus, a fairly widespread trend toward emphasizing the educational rather than solely or simply the care functions of early childhood provisions can be observed around the world. IEST COPY AVAITIA la LIE 2 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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• W457445 title "Multiple Perspectives on the Quality of Programs for Young Children." @default.
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