Preschool children, Child care, Quality, Developing countries, Interventions, Program effectiveness, Student focused learning
Quality-focused 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 such as: infrastructure and resources training for personnel adult-child ratios. Process dimensions such as: adult-child interactions 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.
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
Copyright Australian Council for Educational Research 2019
Place of Publication
Australian Council for Educational Research (ACER)
Africa, Asia, Bangladesh, Central America, Chile, China, Colombia, Costa Rica, Ethiopia, India, Indonesia, Kenya, South America, Uganda