CONSTRUCTING A REFERENCE FRAMEWORK FOR ECEP EVALUATION: A CONSTRUCTIVE GROUNDED THEORY

Shelina Bhamani, Nasreen Husain


DOI: http://dx.doi.org/10.22555/pbr.v19i2.1454

Abstract


The purpose of this research study, which is a thesis
investigation, was to develop a reference framework that can help
program staff to evaluate quality in Early Childhood Education (ECE)
settings. The study was approached with three questions. This paper
presents the first question of the study that enables practitioners to
understand what are the variables that best define quality in early
childhood education. The grounded theory, design was approached
to explore the experiences of 20 ECE experts in the field. The data
analysis revealed eight main indicators, that are, holistic development,
interactive teaching, trained practitioners, conducive learning
environment, safe schools, responsive leadership, parental/community
involvement, and child friendly policies as quality defining elements
shared by the practitioners. The inference of the study will enable
program agencies to ensure the implementation of these quality
indicators in their programs.


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