[PDF] [PDF] Starting Strong IV: Monitoring Quality in Early Childhood Education

[PDF] Revue systématique - Outils dévaluation du développement des

Battelle Developmental Inventory (BDI, 1984); • Behavior Assessment System for Children (BASC-2, 2004); • Brigance Diagnostic Inventory of Early 

5MB - UNIVERSITÉ DU QUÉBEC MÉMOIRE PRÉSENTÉ À L

Batelle Developmental Inventory Screening Test (BDIST) Developmental Profile II (DP-II) Par la suite, ses idées ont suscité le développement de garderies l'enfant et il est indispensable au succès scolaire tandis qu'une difficulté au pour les enfants de cinq ans : le « Battelle Developmentallnventory (BDI) »

[PDF] Évaluation du retard de développement - UNIPSED

2 Évaluer une personne dans le cadre d'une décision du Directeur de la l' élève qui a atteint l'âge de 5 ans avant le 1er octobre de l'année scolaire en l' orientation et l'intégration en service de garde au moyen de la mesure de sou- Newborg, J 2004 Battelle Developmental Inventory, (2e éd ) (BDI-2) Rolling 

[PDF] Synthèse des connaissances empiriques et cliniques - FRQSC

monde scolaire, l'Enquête québécoise sur le développement des enfants à la les pratiques de l'éducatrice en service de garde et celles de l'enseignante en maternelle Battelle Development Inventory (BDI: 1984) (BDI-II: 2004) Batterie 

[PDF] Annexe A : Rétrospective des tests mesurant la préparation à la

rendement scolaire précoce au-delà des contributions du sexe et de l'âge de l' enfant, du Ces derniers sont résumés dans le tableau A 2 ainsi que d'autres tests qui reprennent aspects, le Battelle Development Inventory (BDI) a été conçu pour identifier les la maison ou prévenir du moment de l'évaluation en garderie

[PDF] PROPOSITION À SÉCURITÉ PUBLIQUE - Social Research and

1 4 2 L'aspect linguistique et culturel : composante particulière de ce groupe d' enfants l'étude de la mise en œuvre du programme préscolaire de service de garde Comme tous les enfants d'âge scolaire, les petits francophones en milieu aspects, le Battelle Development Inventory (BDI) a été conçu pour identifier les 

LE DEPISTAGE DES DYSFUNCTIONS

3 4 5 L'évaluation des apprentissages en milieu scolaire 43 caractéristiques d' une intervention de dépistage efficace et efficiente; 2) identifier les éducateurs en garderie et les gardiens en milieu familial sont susceptibles d'observer des modifiée du Battelle Developmental Inventory (BDI) comprenant 341 éléments

[PDF] Guide pratique de lESCAP pour lautisme : une - Autism Europe

Guide pratique ESCAP autisme 14/07/2020 2 Prévalence scolaires ou pratiques et pour favoriser les contacts sociaux L'intervention doit être basée sur Developmental Disorders (CESDD) [6] Personnel de garderie 3-36 mois 25 ( Autisme) + 4 Battelle Developmental Inventory Screening Test, 2nd (BDI-2) [1 ]

[PDF] Starting Strong IV: Monitoring Quality in Early Childhood Education

a5 2 developmental areas being monitored through observations BDI-ST2 Inventario de Desarrollo Battelle (assessment instrument) BeKi ECEC settings providing only occasional services (e g haltes-garderies in France) for implementing the “plan for school achievement” (plan de réussite scolaire) is less than

[PDF] BDI-II - Institut Psycho Neuro

[PDF] BDI-Praxistipp Stiftung Warentest 2 / 5

[PDF] BDJS350 BDJS450

[PDF] BDKJ-Magazin 1/2016

[PDF] BDL Basic Circular no 113 - French - Des Bandes Dessinées

[PDF] BDLISA Base de données des Limites de Systèmes Aquifères - Gestion De Projet

[PDF] BDM-22-VF _ Les holothuries de l`archipel des Comores

[PDF] BDO Communiqué de presse Financial Services - Anciens Et Réunions

[PDF] BDO fusionne avec FIDEA et entre dans le top 10 des cabinets d - France

[PDF] BDO – Les Sables d`Olonne Centre d`Affaire 5ème Avenue

[PDF] BDO – Saint Gilles Croix de Vie 37 route de la Roche

[PDF] BdP 20 Dimension culturelle du vin

[PDF] BDP-150 - Villatech

[PDF] BDP-Index des artistes de 1959 à 1985 - France

[PDF] BDS - Bulgarisch-Deutsches Sozialwerk

Consult this publication on line at

This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases.

Visit for more information.

Starting Strong IV

MonItorIng QualIty In Early ChIldhood EduCatIon and CarE 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.

Contents

Chapter 1. Early childhood education and care (ECEC) systems in participating jurisdictions

Chapter 2. Current state of play and trends in early childhood education and care (ECEC) monitoring systems

Chapter 3. Monitoring service quality in early childhood education and care (ECEC) Chapter 4. Monitoring staff quality in early childhood education and care (ECEC) Chapter 5. Monitoring child development and outcomes in early childhood education and care (ECEC) Chapter 6. Improving monitoring policies and practices in early childhood education and care (ECEC)

ISbn 978-92-64-23349-2

91 2015 05 1 P

Starting Strong IV

Mon I tor I ng Qual I ty I n Early Ch I ldhood Edu C at I on and Car E

Starting Strong IV

MonItorIng QualIty In Early ChIldhood

Edu

CatIon and CarE

Starting Strong IV

This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and ar guments employed herein do not necessarily refiect the ofcial views of

OECD member countries.

This document and

any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

OECD (2015),

OECDPublishing, P

aris.

ISBN 978-92-64-23349-2 (print)

ISBN 978-92-64-23351-5 (PDF)

© iStockphoto.com/Christophe Futcher; © iStockphoto.com/tioloco

Corrigenda to

OECD publications may be found on line at:

© OECD 2015

You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases

and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable

acknowledgment of the source and copyright owner is given.

All requests for public or commer

cial use and translation rights should be submitted to Requests for permission to photocopy portions of this material for public or commer cial use shall be addressed directly to the Copyright Clearance Center (CCC) at or the Centre français d"exploitation du droit de copie (CFC) at STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015

FOREWORD

Starting Strong

III STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015

ACKNOWLEDGEMENTS

The publication was drafted by the OECD Early Childhood Education and Care team. The lead authors of the publication are: Miho Taguma (project leader),

Ineke Litjens and

Arno Engel of the Directorate for Education and Skills, with contributions from

Rowena

Phair and e

xternal consultant Stephanie

Wall to Chapters 2 and 6. Research assistance

w as provided by Christa Crusius and Masafumi

Ishikawa.

Tables and gur

es were prepared by Étienne

Albiser. Pr

oject support was provided by

Kelly Makowiec

ki and Claude Annie

Manga Collard.

Other help in nalising this publication has been pro vided by Emilie Feyler,

Sophie

Limoges,

Victoria Elliott and

Anne-Lise Prigent. Members of the OECD Network on

Early Childhood Education and Car

e provided country information and data, and helped guide the development of this publication (see the

Annex for a list of Network members

who hav e contributed).

Overall guidance w

as provided by

Yuri Belfali, head of the Early

Childhood and Sc

hools

Division, Directorate for Education and Skills,

OECD.

International experts helped to re

view the chapters and provided valuable comments.

Ms. Sandra

Antuli´c (Croatia),

Ms.

Tijne Berg (Netherlands), Ms.Kathrin Bock-Fam

ulla

Germany),

Mr.Bart

Declercq (Belg

ium), Mr.

Ramón Flecha

(Spain), Ms.

Anne Grev

e (

Norway),

Ms.Christa Japel (Canada), Ms.Sharon

Lynn Kagan

United States),

Ms.

Leslie Kopf-Johnson

(Canada), Mr . Ferre

Laevers (Belg

ium), Ms. Eunhye Park (

Korea), Ms.

Eunsoo Shin (

Korea) and

Mr. Michel Vandenbroeck (Belgium) commented on the drafts, which were nalised by the OECD ECEC team. The authors are grateful to the Eur ydice

Network and the Peer Learning

Network of the European Commission for m

utual cooperation to ensure consistency and comparability of the denitions and scope used in the survey administered to generate country responses for this report. Information on the OECD Network on Early Childhood Education and Car e is available at: STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015

TABLE OF CONTENTS

..................................................... 9 . 13 17

Key messag

es ............................................................ 18

Background

............................................................. 18

Purpose of the revie

w and methodology ..................................... 19

ECEC policy context

...................................................... 20

Overview of ECEC systems and pr

ovision .................................... 23 Notes................................................................... 33 References .............................................................. 33

Background information on earl

y childhood education and care (ECEC) systems ......................................... 35 . . . . 49

Key messag

es ............................................................ 50 Introduction............................................................. 51 Overview of ECEC monitoring systems ...................................... 51 Trends in monitoring quality in ECEC ....................................... 61 Notes................................................................... 65 References .............................................................. 65

Background information on earl

y childhood education and care (ECEC) monitoring systems ............................... 66 ... 75

Key messag

es ............................................................ 76 Introduction............................................................. 76 What are the effects of monitoring service quality?........................... 77 Why do countries monitor service quality? .................................. 79 What are the typical practices to monitor service quality? ..................... 81

What areas are being monitor

ed? .......................................... 85 Which instruments and tools are being used?................................ 97 Who monitors? .......................................................... 102 When and how often is service quality monitored? ........................... 104

How are the r

esults of service quality used? ................................. 104 Note ................................................................... 111 References .............................................................. 111 Instruments for monitoring service quality ......................... 113 STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015

TABLE OF CONTENTS

... 123

Key messag

es ............................................................ 124 Introduction............................................................. 124 What are the effects of monitoring staff quality? ............................. 125 Why do countries monitor staff quality? .................................... 127 What are the typical practices for monitoring staff quality?.................... 129

Which areas ar

e being monitored? ......................................... 132 Which instruments and tools are being used?................................ 135

How is process quality monitor

ed? ......................................... 144 When and how often is staff quality monitored? ............................. 148

How are the r

esults of staff quality used? .................................... 150 Note ................................................................... 154 References .............................................................. 154 Instruments for monitoring staff quality ........................... 156 . . . . 165

Key messag

es ............................................................ 166 Introduction............................................................. 166

What are the effects of monitoring child de

velopment and outcomes? .......... 167

Why do countries monitor child de

velopment? ............................... 171 Which instruments and tools are being used?................................ 172

What areas of child de

velopment are being monitored? ....................... 178 Who conducts direct assessments?......................................... 182

When and how often are c

hild outcomes and development being monitored? .... 183

How are the monitoring r

esults being used/shared? ........................... 185 Note ................................................................... 187 References .............................................................. 187

Background information on monitoring c

hild development and outcomes in early childhood education and care ................190 . . . . 201

Key messag

es ............................................................ 202 Introduction............................................................. 203

Challenges and strate

gies in monitoring quality .............................. 203

Challenges in monitoring service quality

.................................... 214

Challenges in monitoring staff quality

...................................... 218

Challenges in monitoring child outcomes

................................... 221 Lessons learnt in monitoring quality........................................ 224 Note ................................................................... 229 References .............................................................. 229 ................................... 231 References .............................................................. 239 List of network member countries ...................................... 241 STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015

TABLE OF CONTENTS

1.1. Characteristics of leg

al access entitlement ................................ 21

1.2. Distribution of responsibilities in ECEC between national,

regional andlocal levels, by topic ................................................ 26

1.3. Curriculum framew

orks in place for early childhood education and care ...... 32 A1.1. Types and characteristics of ECEC settings ................................ 36

A1.2. Highest level of authority in c

harge of ECEC ............................... 43 A1.3. Characteristics of ECEC funding systems ................................. 44

2.1. Monitoring practices for service and staff quality .......................... 57

A2.1. Responsibilities for monitoring quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

A2.2. Sources of funding used for monitoring quality of public ECEC settings 68

A2.3. Areas monitored in ECEC,

by setting ..................................... 70

A2.4. Training for external assessors/e

valuators ................................ 71

A2.5. Provider and ar

eas/subjects of training and education for external assessors/evaluators, by setting .............................. 72

A2.6. Training for internal assessors/ev

aluators ................................ 74

3.1. Purposes of monitoring service quality................................... 81

3.2. External and internal monitoring practices for service quality............... 82

3.3. Aspects of service quality monitored through inspections .................. 90

3.4. Aspects of service quality monitored through par

ent surveys ................ 92

3.5. Aspects of service quality monitored through self-e

valuations ............... 94

3.6. Inspection tools/instruments used for monitoring service quality............ 98

3.7. Self-evaluation tools/instruments used for monitoring service quality........ 103

3.8. Responsibilities for inspections of service quality.......................... 105

3.9. Frequenc

y of monitoring service quality .................................. 106

3.10. Public av

ailability of service quality monitoring ........................... 108

3.11. Consequences of monitoring service quality results........................ 110

A3.1. Instruments for monitoring service quality ............................... 114

4.1. Purposes of monitoring staff quality in early childhood education and car

e ... 128

4.2. External and internal monitoring practices for staff quality ................. 130

4.3. Areas/aspects monitored as part of staff quality........................... 136

4.4. Tools/instruments used in inspections and peer revie

ws .................... 139

4.5. Tools/instruments used in self-assessments .............................. 143

4.6. Aspects monitored as part of process quality.............................. 145

4.7. Frequenc

y of monitoring staff quality .................................... 149

4.8. Public av

ailability of monitoring staff quality results ....................... 151

4.9. Consequences of monitoring staff quality results.......................... 152

A4.1. Instruments for monitoring staff quality ................................. 157

5.1. Purposes of monitoring child dev

elopment ............................... 172

5.2. Monitoring tools and instruments of child dev

elopment in place ............. 173

5.3. Development standar

d for cognitive competence in

Kazakhstan............. 181

A5.1. Developmental ar

eas being monitored through direct assessments, by setting ............................................................ 190

A5.2. Developmental ar

eas being monitored through observations and narrative assessments, by setting .................................... 191

A.5.3. Frequenc

y of monitoring child development, by setting ..................... 193

A5.4. Instruments for monitoring child dev

elopment and outcomes ............... 195

6.1. Challenges and strate

gies in monitoring quality in ECEC .................... 203 STARTING STRONG IV: MONITORING QUALITY IN EARLY CHILDHOOD EDUCATION AND CARE © OECD 2015

TABLE OF CONTENTS

1.1. Enrolment rates in earl

y childhood education at age 3 (2005 and 2012) ........ 23

1.2. Share of cost to parents and state of earl

y childhood education and care ...... 31

2.1. Areas monitored in earl

y childhood education and care .................... 56

2.2. Training pro

vision for early childhood education and care assessors and evaluators ........................................................ 59

3.1. Purposes of monitoring service quality in early childhood education

and car e ............................................................. 80

3.2. Service quality aspects inspected in childcare and n

ursery settings (or integrated settings for countries with an integrated system) .............. 87quotesdbs_dbs26.pdfusesText_32