6.1: What is Quality and Why is it Important?
- Page ID
- 201708
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)A high-quality early childhood program provides a safe and nurturing environment while promoting the physical, social, emotional, and intellectual development of young children (U.S. Department of State, 2001, Section 2 p. 1). The term "high quality" refers to excellence, understanding that it represents more than the minimum standards and has value exceeding the ordinary (Kostelnick, et. al, 2019).
On the contrary, poor quality programs suggest an "image of substandard conditions and negative outcomes" (Kostelnick, et. al, 2019, p. 12) that lend to questionable program practices in subjecting children to health and safety concerns, as well as impacts to long-term development and learning. For example, poor-quality experiences lead to increased behavioral problems, poor academic progress, and an increased likelihood of poorer social skills (Carter & Welner, 2013; von Suchodoletz, et. al, 2023).
The experiences and interactions children have in their early years greatly impact brain development, establishing a foundation for future learning (Harvard, 2007). Children, whose education and care have been described as high quality, demonstrate higher levels of language development, greater social competence, a better ability to regulate behaviors, and better academic performance as compared to their peers in poor-quality programs (Heckman, et. al, 2012; Weschler, et. al, 2016).
References
Carter, P.L., & Welner, K.G. (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford University Press.
Harvard University Center on the Developing Child, “InBrief: The Science of Early Childhood Development” (2007), available at http://developingchild.harvard.edu/resources/inbrief-science-of-ecd/.
Heckman, J.J., Pinto, R., & Savelyev, P.A. (2012). Understanding the mechanisms through which an influential early childhood program boosted adult outcomes. NBER Working Paper Series. Working paper 18581. National Bureau of Economic Research.
Kostelnik, M.J., Soderman, A.K., Whiren, A.P., & Rupiper, M.L. (2019). Developmentally appropriate curriculum: Best practices in early childhood education (7th ed.). Pearson.
U.S. Department of State. (2001). Early childhood assessment and teacher training: Resource manual for American-Sponsored Overseas Schools. Retrieved April 11, 2024: https://2009-2017.state.gov/m/a/os/4...%20age%20eight.
von Suchodoletz A, Lee DS, Henry J, Tamang S, Premachandra B, Yoshikawa H (2023) Correction: Early childhood education and care quality and associations with child outcomes: A meta-analysis. PLoS ONE 18(10): e0293056. https://doi.org/10.1371/journal.pone.0293056
Weschler, M., Melnick, H., Maier, A., & Bishop, J. (2016). The building blocks of high-quality early childhood education programs (Policy brief). Learning Policy Institute.