Beyond Quality in Early Childhood Education and Care Languages of Evaluation 2nd Edition by Gunilla Dahlberg, Peter Moss, Alan Pence ISBN 0415418496 9780415418492

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ISBN 10: 0415418496 
ISBN 13: 9780415418492
Author: Gunilla Dahlberg, Peter Moss, Alan Pence

Taking a broad approach, this second edition of Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia.

Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement.

The authors argue that there are other ways than the ‘discourse of quality’ for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.

Beyond Quality in Early Childhood Education and Care Languages of Evaluation 2nd Table of contents:

Part 1: Theories and Frameworks for Evaluating Quality

1. Theoretical Foundations of Quality in ECEC

• 1.1 Defining Quality in Early Childhood Settings
• 1.2 The Evolution of Quality Standards in Early Childhood Education
• 1.3 The Impact of Cultural and Social Contexts on Quality Evaluation

2. Frameworks and Tools for ECEC Evaluation

• 2.1 International Approaches to Quality Assessment
• 2.2 National and Local Models: Policy and Practice Differences
• 2.3 The Role of Standardized Tools and Instruments in Evaluation

3. The Role of Language in Defining and Assessing Quality

• 3.1 Understanding the Language of Evaluation
• 3.2 Different Discourses of Quality: How Language Shapes Perceptions
• 3.3 The Role of Stakeholders in Constructing the Language of Quality

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Part 2: Key Dimensions of Early Childhood Education Quality

4. Pedagogical Quality: Teaching and Learning in ECEC

• 4.1 Evaluating Teaching Practices and Curriculum Design
• 4.2 The Role of Play and Social Interaction in Early Childhood Development
• 4.3 Measuring Outcomes: What Defines Effective Learning in ECEC?

5. Environmental Quality: Creating Supportive Learning Spaces

• 5.1 Physical and Emotional Environments for Children
• 5.2 Designing Spaces That Foster Learning, Creativity, and Well-Being
• 5.3 Environmental Factors in Quality Assessment

6. Workforce Quality: Educators and Their Role in ECEC

• 6.1 Evaluating Educator Competencies and Professional Development
• 6.2 Teacher-Child Interactions and Their Impact on Quality
• 6.3 The Influence of Workforce Policies on Quality in ECEC

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Part 3: Stakeholders and Their Influence on ECEC Quality

7. Parents and Families: Partners in Evaluation and Quality Improvement

• 7.1 Involving Families in the Evaluation Process
• 7.2 Perspectives on Quality from Parents and Caregivers
• 7.3 Bridging the Gap Between Home and Early Childhood Settings

8. Policymakers and Governments: Shaping the Quality Agenda

• 8.1 Government Policies and Their Impact on ECEC Quality
• 8.2 Evaluating the Effectiveness of Public Policies in Improving ECEC
• 8.3 International Policies and Their Influence on Local Practices

9. Children as Active Participants in Quality Evaluation

• 9.1 Listening to Children: Perspectives on Quality from Young Learners
• 9.2 Participatory Approaches in Evaluating ECEC Quality
• 9.3 Child-Centered Approaches to Assessment and Improvement

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Part 4: Challenges and Future Directions in ECEC Quality Evaluation

10. The Challenges of Measuring ECEC Quality

• 10.1 Defining and Measuring ‘Success’ in Early Childhood Education
• 10.2 Addressing Subjectivity and Bias in Quality Assessments
• 10.3 The Complexity of Longitudinal Outcomes and Impact Evaluation

11. Moving Beyond Standardized Evaluation Models

• 11.1 Exploring Alternative Approaches to Assessing Quality
• 11.2 Holistic and Contextual Approaches to Evaluation
• 11.3 The Future of ECEC Evaluation: From Accountability to Improvement

12. Equity and Inclusion in Quality Assessment

• 12.1 Ensuring Equitable Access to High-Quality Early Childhood Education
• 12.2 The Role of Evaluation in Addressing Disparities in ECEC Quality
• 12.3 Promoting Inclusive Practices and Policies in ECEC

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Gunilla Dahlberg,Peter Moss,Alan Pence,Childhood Education,Languages