Quality and Early Childhood Education and Care: A Policy Initiative for the 21st Century
Quality and Early Childhood Education and Care: A Policy Initiative for the 21st Century
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优质幼儿教育和保育：21 世纪的政策倡议
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
J. Bennett
中科院分区：
文献类型：
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作者：
K. Ishimine;C. Tayler;J. Bennett
对优质幼儿教育和保育的期望是，更高质量的投入将为儿童带来更高质量的成果。有许多方法可以表达和衡量成果，尽管目前的程序强调阈值质量。然而，门槛质量基本上是一个入门级概念-一旦达到入门要求，就认为质量已经达到并随后得到维持。需要一个更复杂、更全面的程序。十多年来，澳大利亚的幼儿保育和教育政策总体上是薄弱的、支离破碎的，而且尽管有一些口头上的说法，但主要是与数量有关的问题（市场问题），而不是与质量有关的问题（教学问题）。应衡量什么来确定幼儿保育和教育机构的质量？以质量为导向的幼儿保育和教育政策应该强调什么？本文讨论了在确定和衡量全面的幼儿保育和教育政策的质量和在澳大利亚的评级系统的链接的重要问题。
The expectation of quality early childhood education and care (ECEC) is that higher quality inputs will produce higher quality outcomes for children. There are many ways that outcomes may be expressed and measured, though current procedures emphasize threshold quality. However, threshold quality is essentially an entry-level concept — once the entry requirements are met, quality is assumed to have been attained and subsequently sustained. A more sophisticated, comprehensive procedure is needed. For more than a decade ECEC policy in Australia has been generally weak, fragmented and dominated by matters related to quantity (market issues) rather than quality (pedagogical issues), despite the rhetoric. What should be measured to identify quality in ECEC settings? What should a quality directed ECEC policy emphasize? This paper addresses significant issues in determining and measuring quality for a comprehensive ECEC policy and the links to a rating system in Australia.