Early childhood education is widely understood to be critically important to children’s success in school and in life. There’s less agreement, however, on which indicators of quality give us the best return on investment, and on ways to measure and promote those quality indicators.
By Holly M. King, Ph.D.
Early childhood educators and researchers acknowledge that structural quality and process quality elements work together to create the synergy resulting in high quality programs that lead to desired child outcomes. Debate continues, though, about the concrete components of high quality and the precise combination of elements that result in consistent, significant, and lasting positive impacts for children.
This paper proposes that research needs to examine programs where desired child outcomes are consistently strong and examine their program practices to identify correlated indicators of quality. Agreeing on desired outcomes and their associated indicators would enable early childhood programs to engage learners in consistent, high quality schooling as a foundation for their futures.