Reflecting on ‘quality’ in early childhood education: practitioners’ perspectives and voices

ABSTRACT

Despite widespread availability, accessibility and affordability of early years settings in the Maltese context, the quality of services within childcare and kindergarten has never been explored. This study presents the perspectives of 436 practitioners from 50 childcare or kindergarten settings who were invited to reflect upon their understanding of quality through an interview or focus group discussion. Practitioners are key, influential stakeholders, responsible for supporting young children and their families at a significant time of growth, development and transitions. Given their crucial role in providing quality learning experiences, it is imperative to access their insights into ‘quality’ issues which can offer much-needed evidence for policy development. NVivo analysis of practitioners’ responses to an open-ended question yielded five broad factors including environmental factors, relationships, practitioner matters, child-oriented factors and issues associated with policies and praxis. These results are interpreted in light of their implications for policymakers and practitioners.

KEYWORDS:

• Quality in ECEC practice
• practitioners’ perspectives
• structural and process factors
• practitioners’ voices
• professionalisation

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the Research Innovation & Development Trust (RIDT), University of Malta [n/a].