iters/ecers

THEORETICAL FRAMEWORK
Process and structural quality
Process quality - ‘the actual experiences that occur […] including children’s
interaction with caregivers and peers and their participation in different activities’
(Vandell and Wolfe, 2000).
Two distinct, interrelated aspects:
Pedagogical interactions - ‘specific behaviours on the part of adults’.
Pedagogical framing - ‘the behind-the-scenes aspects of pedagogy which
include planning, resources, and establishment of routines’ (Sylva et al, 2010).
Structural quality - characteristics of the setting such as adult-child ratios, group
size, qualifications of practitioners and their access to training, leadership and
administration, policy formation/implementation and the wider strategic aims of
the setting.