TY - JOUR
T1 - Quality-focused interventions in early childhood education and care (ECEC) in economically developing countries
AU - Jackson, Jen
AU - Ahmed, Syeda Kashfee
AU - Carslake, Toby
AU - Lietz, Petra
N1 - Jackson, J., Ahmed, S. K., Carslake, T., Lietz, P. (2019). Quality-focused interventions in early childhood education and care (ECEC) in economically developing countries. (Insights from a scoping review ; Policy note 5). Camberwell, Australia: Australian Council for Educational Research
Preschool children, Child care, Quality, Developing countries, Interventions, Program effectiveness, Student focused learning
Canberra, Australia
PY - 2019/11/1
Y1 - 2019/11/1
N2 - Quality-focused early childhood education and care (ECEC) interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including structural dimensions and process dimensions. Structural dimensions cover infrastructure and resources, training for personnel and adult-child ratios. Process dimensions cover adult-child interactions, and opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven countries, namely Bangladesh, Chile, China, Colombia, Costa Rica, Ethiopia, India, Indonesia, Kenya, Uganda and Zanzibar.
AB - Quality-focused early childhood education and care (ECEC) interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including structural dimensions and process dimensions. Structural dimensions cover infrastructure and resources, training for personnel and adult-child ratios. Process dimensions cover adult-child interactions, and opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven countries, namely Bangladesh, Chile, China, Colombia, Costa Rica, Ethiopia, India, Indonesia, Kenya, Uganda and Zanzibar.
KW - Child care
KW - Developing countries
KW - Interventions
KW - Preschool children
KW - Program effectiveness
KW - Quality
KW - Student focused learning
UR - https://research.acer.edu.au/monitoring_learning/45
M3 - Article
JO - Monitoring Learning
JF - Monitoring Learning
ER -