The Significance of National Association for the Education of Young Children Accreditation in Elevating Quality of Early Childhood Education: Administrators', Teachers', and Parents' Beliefs about Accreditation and Its Process

Autor/in	Vardanyan, Kristine
Titel	The Significance of National Association for the Education of Young Children Accreditation in Elevating Quality of Early Childhood Education: Administrators', Teachers', and Parents' Beliefs about Accreditation and Its Process
Quelle	(2013), (224 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola Marymount University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-9750-0
Schlagwörter	Hochschulschrift; Dissertation; Early Childhood Education; Accreditation (Institutions); National Organizations; Qualitative Research; Case Studies; Interviews; Administrator Attitudes; Guidelines; Teacher Attitudes; Parent Attitudes; Educational Quality; Educational Improvement; Child Care Centers; Preschool Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Richtlinien; Lehrerverhalten; Elternverhalten; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school education; Vorschulerziehung
Abstract	The following is a doctoral dissertation that studied administrators', teachers', and parents' perceptions and attitudes related to an early childhood center/preschool accreditation experience. A qualitative case study of one preschool center focused on the influence that the decision to pursue accreditation and implement the National Association for the Education of Young Children (NAEYC) self-study process had on administrators, teachers, and parents. Interviews with administrators, teachers, and parents explored (a) issues that motivated the pursuit of NAEYC accreditation; (b) the NAEYC guidelines and their experience of the self-study and quality-improvement process; and (c) their perception of outcomes following accreditation. Current NAEYC guidelines are based on key child development theories and research, and require programs to integrate Developmentally Appropriate Practices (DAP) in school curricula and staff training. It was necessary to explore how these NAEYC recommendations regarding DAP were interpreted during the quality-improvement and accreditation process. Key themes and issues around the accreditation experience were revealed through analyses of qualitative data. This case study of NAEYC accreditation illuminated factors in the decision to pursue accreditation and implement quality improvements leading to NAEYC accreditation. This case may serve as a model of a successful accreditation process to encourage early childhood centers to undertake quality improvements and pursue national NAEYC accreditation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01