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Quality-focused interventions in early childhood education and care (ECEC) in economically developing countries
Monitoring Learning
  • Jen Jackson, Australian Council for Educational Research (ACER)
  • Syeda Kashfee Ahmed, Australian Council for Educational Research (ACER)
  • Toby Carslake, Australian Council for Educational Research (ACER)
  • Petra Lietz, Australian Council for Educational Research (ACER)
Publication Date
11-1-2019
Subjects
Preschool children, Child care, Quality, Developing countries, Interventions, Program effectiveness, Student focused learning
Comments

Insights from a scoping review: Policy note 5

Abstract

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.

Place of Publication
Canberra, Australia
Publisher
Australian Council for Educational Research (ACER)
Citation Information
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