The key aims of early childhood education and care (ECEC) are to offer children from all social backgrounds a good start in their lives, to support parenting as well as families’ workforce participation, and, thereby, to sustainably strengthen the national economy over current and future generations. High-quality ECEC has been shown to improve child outcomes and be a buffer against developmental risk factors. For these reasons, governments, ECEC providers, and researchers are placing an increasing focus on the frameworks and systems that underpin quality as well as the measures that assess quality.
At the same time, however, research on ECEC as a multidisciplinary endeavor has shown that the aims and benefits of high-quality ECEC can only be reached when all stakeholders’ needs are acknowledged and sufficiently met. For example, recent evidence suggests that the acceptability and social validity of quality assessment and improvement methods are contested among some stakeholders, and thus, the sustainability of these quality efforts may be in doubt. New challenges also include the ever-changing nature and circumstances affecting ECEC stakeholders, for example, the greater flows of refugee families and the impact of the Covid-19 pandemic.
This Frontiers Research Topic will contribute to an updated knowledge base in order to inform governments, providers, and the scientific community about best practices and new solutions for conceptualizing, measuring, and improving ECEC quality.
The aim of the proposed Research Topic is to generate a worldwide kaleidoscope of research studies that explore and discuss models for gathering the perspectives of multiple stakeholders and considering the meaningfulness of stakeholder views for conceptualizing, assessing, and improving quality in ECEC. We believe that greater attention needs to be given to the diversity of stakeholders who are invested in ECEC, including government regulatory authorities, service providers, educators, families, communities, and children. We also believe that wide-ranging stakeholder input will generate innovative methods for assessing and improving quality that keep pace with our rapidly changing information society.
Two further foci are set on ECEC practices: (1.) that support participation, diversity, and inclusion of all children and families and (2.) that are suitable for developing countries and diverse populations within countries. In this, the focus is not only on best practices but also on the limitations of practices.
In soliciting research articles on ECEC stakeholder perspectives, we describe stakeholders as inclusive of government/non-government regulatory agencies, service providers, teachers and caregivers, families, communities, and children. Themes of interest include but are not limited to:
• Assessment of quality in ECEC, including self-assessment approaches;
• The design of and use of quality frameworks in ECEC;
• Effects of quality and of quality improvement on children and families;
• Drivers and indicators of quality improvement;
• Acceptance and sustainability of quality efforts among ECEC stakeholders;
• Policy expectations of quality rating and improvement systems (e.g., funding policy);
• The role of teacher and caregiver professionalization;
• All types of center-based and home-based ECEC.
We are interested both in quantitative and qualitative research designs as well as in mixed-methods research. Cross-sectional, longitudinal, (quasi-)experimental and case study designs are welcome.
The following article types are welcome: original research, empirical studies, systematic reviews, community case studies, policy briefs articles, and brief research reports.
The key aims of early childhood education and care (ECEC) are to offer children from all social backgrounds a good start in their lives, to support parenting as well as families’ workforce participation, and, thereby, to sustainably strengthen the national economy over current and future generations. High-quality ECEC has been shown to improve child outcomes and be a buffer against developmental risk factors. For these reasons, governments, ECEC providers, and researchers are placing an increasing focus on the frameworks and systems that underpin quality as well as the measures that assess quality.
At the same time, however, research on ECEC as a multidisciplinary endeavor has shown that the aims and benefits of high-quality ECEC can only be reached when all stakeholders’ needs are acknowledged and sufficiently met. For example, recent evidence suggests that the acceptability and social validity of quality assessment and improvement methods are contested among some stakeholders, and thus, the sustainability of these quality efforts may be in doubt. New challenges also include the ever-changing nature and circumstances affecting ECEC stakeholders, for example, the greater flows of refugee families and the impact of the Covid-19 pandemic.
This Frontiers Research Topic will contribute to an updated knowledge base in order to inform governments, providers, and the scientific community about best practices and new solutions for conceptualizing, measuring, and improving ECEC quality.
The aim of the proposed Research Topic is to generate a worldwide kaleidoscope of research studies that explore and discuss models for gathering the perspectives of multiple stakeholders and considering the meaningfulness of stakeholder views for conceptualizing, assessing, and improving quality in ECEC. We believe that greater attention needs to be given to the diversity of stakeholders who are invested in ECEC, including government regulatory authorities, service providers, educators, families, communities, and children. We also believe that wide-ranging stakeholder input will generate innovative methods for assessing and improving quality that keep pace with our rapidly changing information society.
Two further foci are set on ECEC practices: (1.) that support participation, diversity, and inclusion of all children and families and (2.) that are suitable for developing countries and diverse populations within countries. In this, the focus is not only on best practices but also on the limitations of practices.
In soliciting research articles on ECEC stakeholder perspectives, we describe stakeholders as inclusive of government/non-government regulatory agencies, service providers, teachers and caregivers, families, communities, and children. Themes of interest include but are not limited to:
• Assessment of quality in ECEC, including self-assessment approaches;
• The design of and use of quality frameworks in ECEC;
• Effects of quality and of quality improvement on children and families;
• Drivers and indicators of quality improvement;
• Acceptance and sustainability of quality efforts among ECEC stakeholders;
• Policy expectations of quality rating and improvement systems (e.g., funding policy);
• The role of teacher and caregiver professionalization;
• All types of center-based and home-based ECEC.
We are interested both in quantitative and qualitative research designs as well as in mixed-methods research. Cross-sectional, longitudinal, (quasi-)experimental and case study designs are welcome.
The following article types are welcome: original research, empirical studies, systematic reviews, community case studies, policy briefs articles, and brief research reports.
