The Discourse on Quality in Early Childhood Education: What Can We Agree On?
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Transcript of The Discourse on Quality in Early Childhood Education: What Can We Agree On?
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Hotel Sea PrincessMumbai, 20 Feb 16
Image source: www.flickr.com/photos/photojon
The Discourse on Quality in Early Childhood Education: What Can We Agree On?
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Professor James HeckmanNobel laureate economist
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• Who gets to define quality?– Bureaucrats from a
govt education dept– Auditors from a
professional association
– Academic experts– Local stakeholders– Preschool
proprietors
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Can quality in ECE be decontextualised and measured with detached and objective application of universal and timeless criteria?
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Can quality accommodate diversity, subjectivity, multiple perspectives, temporal and spatial context?
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• Can quality be culturally specific?– British quality …– Singaporean quality …– Indian quality …
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… societally/ culturally specific?
… a universal and objective norm?
The discourse on quality
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Is defining quality a wild goose chase?
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The United States only member country not to ratify agreement
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The Quality Ratings Model
… value-free technical choices?
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The physical environmenteg: • utilisation of space• furnishings & fittings• maintenance,
cleanliness• learning environment• gross/ fine motor
equipment
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Health, safety & nutritioneg: • safety measures• supervision of children• fire/ emergency
measures• first aid supplies• hygiene practices• menu planning/ food
preparation
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Administrationeg: • children’s particulars• parent/ guardian info• centre rules and
regulations• dispensing medicines• centre log book• staff records
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Staff training/ qualificationseg: • first aid trained• staff to child ratios• % cert, dip, degree• staff trained in special
needs
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Programme & curriculumeg: • philosophy of centre• programme planning• lesson/ activity plans• learning centres• progress of children• classroom management• centre-parent
partnership
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dangerof rampant subjectivity
pointless precision of objectivism
Summing up …
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We can probably agree on the
minimum standards
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• In seeking quality, is it possible to require precise, demanding and public conditions, and not equate accountability with accounting?
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• Can quality be identified studying actual practice, recognising that there may be many meanings or understandings, and not attempt to reduce it to fit preconceived criteria?
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• Can quality be about the pedagogical work, documenting and making public what children are doing, and entering into dialogue about that work?
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• Can quality be about ethical and philosophical choices, judgments of value, made in relation to what we want for our children today and in the future?
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