INTRODUCTION PURPOSE To begin a discussion about What does quality in ECD mean for you in your context To explore whether we can come up with a common conception of what quality ECD means for the sector ID: 247137
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Slide1
WHAT CONSTITUTES QUALITY IN ECE
INTRODUCTION Slide2
PURPOSE
To begin a discussion about “What does quality in ECD mean for you in your context
”
To
explore whether we can come up with a common conception of what quality ECD means for the sectorSlide3
QUALITY
It is an open-ended concept
It is a complex concept
It is a subjective concepts
Understandings are contested
A
contemporary understanding of quality acknowledges diversity and the notion of ‘both/and’ rather than the more dualistic ‘either/or’
approach Slide4
INFLUENCED BY TWO FACTORS
External
factors
-
impinge on teachers
Factors
that are internal to the teacher-
will
frame and influence
practice
The
teacher factor is probably the most
important
factor
Slide5
EXTERNAL FACTORS
Administrative arrangements, including school ethos and management
Traditional ideologies
Changing policies
Availability of resources
Training opportunities
P
rofessional activity within the sector
Influence
of parents and the local communitySlide6
INTERNAL
Teacher’s ideology
Commitment
and personality which combine to make up her professional
persona
T
eachers
’ understandings of children and their constructions of
childhood
Teachers’ belief
systems, attitudes and values towards teaching and learning will frame and influence their practice.Slide7
WHAT DO WE KNOW
A developmentally, contextually
appropriate and culturally relevant practice
is
important
Children ought to acquire certain learning characteristics
that
underpin successful life-long learning
A curriculum that foregrounds social justice and equity is preferableSlide8
ASSUMPTIONS WE ARE MAKING
We
assume ECD
is birth - 9
for
the purposes
of this
discussionSlide9
GROUP DISCUSSION
Form 8 groups of approximately 5 people per group
Each group to
please discuss
2
questions (as allocated)
The BRIDGE
fact sheet
will be handed out to facilitate the discussions
In
your discussions include suggestions for the future as far as possibleSlide10
QUESTIONS
1. What type of support should we provide for pre-service and in-service student teachers/practitioners and post-graduate students, and how could this be done?
2. How do structured play and informal learning contribute to quality ECD?
3
. How does our current concept of curriculum contribute to quality in ECD?
4
. What do we mean by quality assessment in ECD?
5
. Discuss whether an ECD curriculum that favours/emphasises language, literacy and mathematics leads to better quality.
6
. Discuss what improvements might enable the current M&E systems to better support quality in ECD.
7
. What does partnering with parents contribute to quality in ECD?
8.What
place does the children’s voice have in a quality ECD setting?