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Early Years
An International Research Journal
Volume 20, 1999 - Issue 1
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Original Articles

Defining and Evaluating ‘Quality’ Early Childhood Education in an International Context: Dilemmas and Possibilities

Iram Siraj‐Blatchford Senior Lecturer, University of London Institute of Education
&
Yeok‐lin Wong Postgraduate in ECE, University of London Institute of Education
Pages 7-18 | Published online: 06 Jul 2006

Citations (19)

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Read on this site (11)

Amanda Thomas & Catherine Jones. (2021) Exploring young children’s levels of involvement with numeracy and literacy – do schemas make a difference?. Education 3-13 49:2, pages 217-226.
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Andrea G. Eckhardt & Franziska Egert. (2020) Process quality for children under three years in early child care and family child care in Germany. Early Years 40:3, pages 287-305.
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Steven J. Howard, Iram Siraj, Edward C. Melhuish, Denise Kingston, Cathrine Neilsen-Hewett, Marc de Rosnay, Elisabeth Duursma & Betty Luu. (2020) Measuring interactional quality in pre-school settings: introduction and validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale. Early Child Development and Care 190:7, pages 1017-1030.
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Konstantina Rentzou. (2017) Using rating scales to evaluate quality early childhood education and care: reliability issues. European Early Childhood Education Research Journal 25:5, pages 667-681.
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Melanie Mackinder. (2017) Footprints in the woods:‘tracking’ a nursery child through a Forest School session. Education 3-13 45:2, pages 176-190.
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Michelle Brinn. (2016) Integrating conceptions of scaffolding and co-construction to enhance parental involvement in the Pre-Nursery of a British International School. International Journal of Pedagogies and Learning 11:2, pages 187-200.
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Pui Wah Doris Cheng. (2015) Enhancing quality childhood education: views from international perspectives. Early Child Development and Care 185:5, pages 848-850.
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Carol Archer & Iram Siraj. (2015) Measuring the quality of movement-play in Early Childhood Education settings: Linking movement-play and neuroscience. European Early Childhood Education Research Journal 23:1, pages 21-42.
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Marjory Ebbeck, Pam Winter, Sharon Russo, Hoi Yin Bonnie Yim, Geraldine Lian Choo Teo-Zuzarte & Mandy Goh. (2012) Measuring children’s involvement as an indicator of curriculum effectiveness: a curriculum evaluation of a selected child study centre in Singapore. Early Child Development and Care 182:5, pages 609-619.
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Sonja Sheridan. (2009) Discerning Pedagogical Quality in Preschool. Scandinavian Journal of Educational Research 53:3, pages 245-261.
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Mary O'Kane. (2005) The Effect of Regulation on the Quality of Early Childhood Services in Ireland. Child Care in Practice 11:2, pages 231-251.
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Articles from other publishers (8)

Sha Xie, Hong Yin, Mengyun He & Hui Li. (2023) Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model. Frontiers in Psychology 14.
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Franziska Egert & Andrea G. Eckhardt. (2022) Systematischer Review zur Qualität der Kindertagespflege. Frühe Bildung 11:1, pages 12-19.
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Andrea G. Eckhardt & Franziska Egert. (2020) Predictors for the quality of family child care: A meta-analysis. Children and Youth Services Review 116, pages 105205.
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Marjory Ebbeck, Sheela Warrier & Mandy Goh. (2017) Early Experiences Matter: A Relationships-Based Curriculum for the Birth-to-Three Age Group. Early Childhood Education Journal 46:1, pages 83-92.
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Betül YILMAZ & Necdet Karasu. (2017) Okul Öncesi Kaynaştırmada Kalite: Kapsam ve Değerlendirme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi.
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Linda Biersteker, Andrew Dawes, Lynn Hendricks & Colin Tredoux. (2016) Center-based early childhood care and education program quality: A South African study. Early Childhood Research Quarterly 36, pages 334-344.
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Brenda Taggart, Kathy Sylva, Edward Melhuish, Pam Sammons & Iram Siraj-Blatchford. (2011) O poder da pré-escola: evidências de um estudo longitudinal na Inglaterra. Cadernos de Pesquisa 41:142, pages 68-99.
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Pamela Oberhuemer. 2004. Frühpädagogik international. Frühpädagogik international 359 383 .

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