Complexifying quality: educator examples
Quality in early childhood education settings has dominated the global economic policy agenda since the early 1990s, and despite decades of public investment, quality reform has stalled in Australia and internationally. This lack of quality improvement has been attributed to the inadequacy of the st...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-05-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1161107/full |
| _version_ | 1797824125079650304 |
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| author | Susan Grieshaber Elise Hunkin |
| author_facet | Susan Grieshaber Elise Hunkin |
| author_sort | Susan Grieshaber |
| collection | DOAJ |
| description | Quality in early childhood education settings has dominated the global economic policy agenda since the early 1990s, and despite decades of public investment, quality reform has stalled in Australia and internationally. This lack of quality improvement has been attributed to the inadequacy of the standardized, quantitative, and economic perspectives that drive policy, which are increasingly focused on systematized, academic interpretations of quality. The most impactful dimensions of quality are interpersonal and include warm, frequent interactions and rich, responsive play-based environments. However, little is known about these dimensions of quality and research is urgently needed. This paper reports initial data from a small-scale project investigating educator- and pre-service teacher-participant responses to prompts from researchers about what constitutes quality, including ‘in the moment’ experiences. Participants posted responses to researcher prompts to an online platform. Educator and pre-service teacher perspectives about their experiences of what constitutes quality provide a novel alternative to dominant discourses. Identifying some of the more complex dimensions of quality from the experiences of educators and pre-service teachers may reveal insight into previously untapped and difficult to access tacit knowledge. |
| first_indexed | 2024-03-13T10:34:21Z |
| format | Article |
| id | doaj.art-c7e6ec875bcc4fb793700b62be3d095a |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-13T10:34:21Z |
| publishDate | 2023-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-c7e6ec875bcc4fb793700b62be3d095a2023-05-18T07:57:16ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-05-01810.3389/feduc.2023.11611071161107Complexifying quality: educator examplesSusan GrieshaberElise HunkinQuality in early childhood education settings has dominated the global economic policy agenda since the early 1990s, and despite decades of public investment, quality reform has stalled in Australia and internationally. This lack of quality improvement has been attributed to the inadequacy of the standardized, quantitative, and economic perspectives that drive policy, which are increasingly focused on systematized, academic interpretations of quality. The most impactful dimensions of quality are interpersonal and include warm, frequent interactions and rich, responsive play-based environments. However, little is known about these dimensions of quality and research is urgently needed. This paper reports initial data from a small-scale project investigating educator- and pre-service teacher-participant responses to prompts from researchers about what constitutes quality, including ‘in the moment’ experiences. Participants posted responses to researcher prompts to an online platform. Educator and pre-service teacher perspectives about their experiences of what constitutes quality provide a novel alternative to dominant discourses. Identifying some of the more complex dimensions of quality from the experiences of educators and pre-service teachers may reveal insight into previously untapped and difficult to access tacit knowledge.https://www.frontiersin.org/articles/10.3389/feduc.2023.1161107/fullearly childhood educationcomplexityquality ecologiescriticaldigital ethnography |
| spellingShingle | Susan Grieshaber Elise Hunkin Complexifying quality: educator examples Frontiers in Education early childhood education complexity quality ecologies critical digital ethnography |
| title | Complexifying quality: educator examples |
| title_full | Complexifying quality: educator examples |
| title_fullStr | Complexifying quality: educator examples |
| title_full_unstemmed | Complexifying quality: educator examples |
| title_short | Complexifying quality: educator examples |
| title_sort | complexifying quality educator examples |
| topic | early childhood education complexity quality ecologies critical digital ethnography |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1161107/full |
| work_keys_str_mv | AT susangrieshaber complexifyingqualityeducatorexamples AT elisehunkin complexifyingqualityeducatorexamples |