Starting Strong IV. Monitoring Quality in Early Childhood Education and Care.

Institution	OECD
Titel	Starting Strong IV. Monitoring Quality in Early Childhood Education and Care.
Quelle	Paris: OECD Publishing (2015), 244 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; Monographie
ISBN	978-92-64-23351-5; 978-92-64-24610-2
DOI	10.1787/9789264233515-en
Schlagwörter	Bildungserfolg; Bildungsmonitoring; Kind; Frühpädagogik; Internationaler Vergleich; Entwicklung; Qualität; Qualitätssicherung; Rechenschaftslegung; Wirkung; Personal; Australien; Belgien; Chile; Deutschland; Finnland; Frankreich; Großbritannien; Irland; Italien; Japan; Kanada; Kasachstan; Korea; Luxemburg; Mexiko; Neuseeland; Niederlande; Norwegen; Portugal; Schweden; Slowakei; Slowenien; Tschechische Republik; USA
Abstract	Research suggests that, when it comes to early childhood education and care, quality matters most. A growing number of countries are establishing monitoring systems to ensure quality and accountability in these programmes. This new publication explores how countries can develop and use these systems to enhance service and staff quality for the benefit of child development. It offers an international perspective and concrete examples to help policy makers, monitoring experts and practitioners in the field develop their own monitoring policies and practices. [The six chapters are entitled as follows:] 1. Early childhood education and care (ECEC) systems in participating jurisdictions, 2. Current state of play and trends in early childhood education and care (ECEC) monitoring systems, 3. Monitoring service quality in early childhood education and care (ECEC), 4. Monitoring staff quality in early childhood education and care (ECEC), 5.Monitoring child development and outcomes in early childhood education and care (ECEC), 6. Improving monitoring policies and practices in early childhood education and care (ECEC). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1