Quality Care in Early Childhood Education: Research and Perspectives

This essay provides a comprehensive overview of quality care in Early Childhood Education and Care (ECEC). It begins by defining quality care and highlighting its multifaceted dimensions, including conformity with external policies, unique service characteristics, and meeting the expectations of children, parents, and families. The rationale emphasizes the importance of quality care in fostering children's emotional, social, mental, physical, and cognitive development, as well as preparing them for life beyond academics. The justification underscores the significance of instilling good habits and promoting social inclusion from an early age. The essay further examines two recent research articles focusing on process quality, curriculum, pedagogy, and the construction of quality in Australian ECEC services during the COVID-19 pandemic, addressing challenges and opportunities for enhancing quality care. Finally, it poses research questions to further explore educators' and parents' perspectives on quality care in early childhood settings. Desklib offers a platform to access this and many other solved assignments.

Assessment Event 1 Research
Topic Selection

Table of Contents
Research Topic................................................................................................................................2
Introduction, Rationale, and Justification of selected research topic..............................................2
Introduction..................................................................................................................................2
Rationale......................................................................................................................................2
Justification..................................................................................................................................2
Two recent “Research articles” related to “Quality Care in ECEC”...............................................3
Article 1: Process quality, curriculum, and pedagogy in early childhood education and care..3
Article 2: Construction of quality: Australian Childhood Education and Care (ECEC) service
during Covid-19...........................................................................................................................4
Research Questions..........................................................................................................................4
REFERENCES................................................................................................................................5
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Research Topic
Topic: Quality Care in Early Childhood Education and Care (ECEC)
Introduction, Rationale, and Justification of selected research topic
Introduction
Quality care in ECEC is not a universal concept because its meaning changes with the
change in the perspective of people. Quality care in early childhood education and care is based
on three dimensions. First is conformity with external requirements and internal policies such as
staff qualification, curriculum design, teachers and students’ registration, etc. Secondly, the
characteristics or features of the educational and social services provided by educators to young
children. The characteristics of every service should be different from each other (Ringsmose,
Duncan-Bendix & Nielsen, 2022). Lastly, ECEC settings should meet the expectations and
perceptions of children, parents, and families. Hence, the selected topic for the present research
is quality care in early childhood education and care.
Rationale
The significance of quality care in Early Childhood Education and Care is that it affects
children learning and development. With the help of implementing the provision of high-quality
care in education, the educator can focus on children’s emotional, social, mental, physical as well
as cognitive development beside academic development & learning. Children in the early
childhood stage need to understand their social responsibility and human rights. Quality care is
also important for preparing the children for life not only for the tests and exams. Thus,
educators must involve high-quality care services within ECEC settings for the children’s social
and personal benefits (Alexandersen and et.al., 2021).
Justification
The selected topic for current research is “Quality care in ECEC” which is the most
significant concern at present. Developing good habits, behavior, and etiquette in children is
possible in the early childhood stage only. This is easily possible if the educators involve high-
quality care services and provide them to children, parents, and families. All children regardless
of their gender, skin color, ethnicity, etc. should be taught in a single class helps in building the
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importance of social inclusion or diversity among young children which will remain with them
until their death (Winther-Lindqvist, 2021). Hence, it can be said that the selected research topic
is an emerging factor that needs to understand and addressed by each individual and educator.
Two recent “Research articles” related to “Quality Care in ECEC”
Article 1: Process quality, curriculum, and pedagogy in early childhood education and care
The research article aims to investigate the relationship between process quality,
curriculum, and pedagogy in Early Childhood Care and Education. It is analyzed from the article
that quality in ECEC is a challenging concept both in terms of its definition and deployment.
There are two main perspectives on the quality of early childhood education and care such as
orientation toward human rights and second social consideration. As per the first perspective, it
is evaluated that children should deserve access to quality ECEC in the immediacy of their own
lives (Barnes, Quiñones & Berger, 2021). Providing quality early childhood care to the children
help in developing a positive mindset within the children. With the help of process and structural
quality in ECEC, the educator can keep children aware of their human rights and how they can
use the same for the welfare of their own and other lives.
Further, it is also reviewed in the article that, expenditure on quality in Early Childhood
Education and Care in early childhood reduces the spending on social security education in the
children’s adulthood days. It is also argued in the article that low-quality care in ECEC put a
negative effect on young children. The impact of which it became difficult for the children to
deal with people in vulnerable circumstances or difficult situations. The high-quality care in
ECEC is one of the best ways to influence young children’s readiness for school as well as
develop long-term social outcomes for the better of children. To create and develop high-quality
care in early childhood education and care, educators need to implement Quality Learning
Instrument (QLI). Close care should be provided to every child by their teachers, parents, and
families to enhance quality care in ECEC settings (Process quality, curriculum and pedagogy in
early childhood education and care. 2021).
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Article 2: Construction of quality: Australian Childhood Education and Care (ECEC) service
during Covid-19
The research article aims to analyze the construction and development of quality care in
Australian ECEC settings to align their practices and values with the schools. It is analyzed from
the article that educational services provided by schools should focus on social and other factors
as well along with academic learning, tests, and exams. The sample size selected for the research
is 29 Australian ECEC educators which have stated that implemented quality care in their
services during the pandemic or Covid-19 situation to make children realize their social
responsibility (Edwards, 2021). During Covid-19, social distancing, sanitization, and other
prevention measures should be taken by every individual taught by educators through online
classes.
However, on the other hand, it is also identified that lack of recognition to educators or staff
of Australian ECEC is one of the major challenges which leads to poor or low-quality care.
Providing quality education and care to the children during the pandemic situation, ECEC
educators have promoted opportunities for reflection and action. They have increased quality
interaction between educators and students so that children can share their issues and thoughts
with teachers without hesitation. Including educational programs through workshops and
activities helps in supporting quality learning and development regarding social, emotional, and
educational aspects (Constructions of quality: Australian Childhood Education and Care
(ECEC) services during COVID-19. 2021). The quality of care in ECEC should also be
increased with the help of building a strong connection between the educators and students’
families as well as communities. Hiring only qualified staff having strong in-field knowledge and
providing proper training to them is also one of the ways to build quality care in ECEC. Physical
environment requirements and health & safety requirements should also be met by educators to
deliver high-quality ECEC services.
Research Questions
Q.1 What are the current views of educators on Quality Care in early childhood and what does
ECT believe are the components that might make high-quality care?
Q.2 What is the perspective of parents or guardians in terms of Quality Care in ECEC?
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REFERENCES
Books and journals
Alexandersen, N. and et.al., (2021). Predicting selection into ECEC of higher quality in a
universal context: The role of parental education and income. Early Childhood Research
Quarterly, 55, 336-348.
Barnes, M., Quiñones, G., & Berger, E. (2021). Constructions of quality: Australian Childhood
Education and Care (ECEC) services during COVID-19. Teachers and Teaching, 1-18.
Edwards, S. (2021). Process quality, curriculum and pedagogy in early childhood education and
care.
Ringsmose, C., Duncan-Bendix, J., & Nielsen, H. V. (2022). Cultures in Mind: Quality, Values,
Standards, and Practices in ECEC in Denmark and the United States. Journal of Research
in Childhood Education, 1-20.
Winther-Lindqvist, D. A. (2021). Caring well for children in ECEC from a wholeness approach–
The role of moral imagination. Learning, Culture and Social Interaction. 30. 100452.
Online
Process quality, curriculum and pedagogy in early childhood education and care. 2021.
Available throughhttps://www.oecd-ilibrary.org/education/process-quality-curriculum-and-
pedagogy-in-early-childhood-education-and-care_eba0711e-en
Constructions of quality: Australian Childhood Education and Care (ECEC) services during
COVID-19. 2021. Available through:<
https://www.tandfonline.com/doi/full/10.1080/13540602.2021.1979510?
scroll=top&needAccess=true>
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