By Helen Penn (
Published in the NZRECE Journal, Vol. 10, 2007, pp. 25 - 32.
This paper discusses how a European initiative to discuss quality in childcare, which was developed and disseminated over a seven year period, was taken up and used 10 years later in
As one of the auth
Most of my working life, first as a campaigner, then as an administrator, and for the last 15 years as a researcher, I have been wrestling with the concept of quality in early childhood services. ‘Quality’ might be translated roughly as ‘good practice’, but as Bourdieu (1992) suggests practices of any kind accumulate slowly and partly unconsciously, built up out of whatever local repertoires exist. So what kind of behaviours, attitudes and assumptions go to make up good practice in early education and care? How long have they been in the making? How can they be influenced? What kind enabling conditions are necessary for good practice to emerge? What are its outcomes? Are there widely accepted good practices which cross local and national boundaries or are such definitions irredeemably local?
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