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74 – CHAPTER 7: MONITORING QUALITY IN PEDAGOGYrequired. Kindergartens also evaluate their staff based on the third-party evaluation results, but donot have to disclose these results. Nursery centres are also encouraged to conduct self-evaluations,but these are not mandatory. Third-party independent appraisal and disclosure of results isencouraged but not required.Monitoring process quality/ pedagogical practicesProcess quality is monitored either as part of service quality or of staff quality; however, fewcountries monitor process quality as a separate category (see Table 7.2). In France, this is done inchildcare and preschool settings, Germany monitors it for childcare centres, and New Zealand andEngland monitor process quality in all their settings. In England, inspectors observe interactionsbetween adults and children to determine the quality of teaching in a setting. Inspectors judge thequality of adults’ interaction with children of different ages, and whether, for example, the adultssimply supervise and care, or whether they motivate children and encourage them to beindependent. The inspector also evaluates practitioners’ skill, observing how and when adultsintervene in children’s play (Ofsted, 2014). In Germany, process quality is monitored by focusingon the overall quality of instruction and care, relationships and interactions between staff andchildren, collaboration between staff and parents, between colleagues, pedagogy, and curriculumimplementation. In New Zealand, most of these aspects are also monitored except forcollaboration between staff (colleagues). France and England both monitor all these areas, asshown in Table 7.2.Table 7.2 Areas/aspects monitored as part of process qualityCountry and type of settingsFrance - crèches andpre-primary education(preschools)Germany -kindertageseinrichtungen(child daycare centres)New Zealand - allECEC settingsEngland - all ECECsettingsThe overall quality of teaching X X X XInteractions between staff and children X X X XCollaboration between staff and parents X X X XCollaboration between colleagues (staff) X X X XPedagogy X X X XImplementation of curriculum by staff X X X XSensitivity (warmth etc). X XResponsiveness to children's needs X XAge-appropriateness of practices X XNote: Information for Denmark is missing since Denmark did not participate in the monitoring quality survey of the OECD.Source: OECD (2014), Combined country responses to the online survey on monitoring quality in early learning anddevelopment, OECD, Paris.EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEW: ENGLAND © OECD 2015
CHAPTER 7: MONITORING QUALITY IN PEDAGOGY– 75ReferencesCoalition of Child Care Advocates of British Columbia (2007), Good governance of child care:What does it mean? What does it look like?, Working document, www.cccabc.bc.ca/cccabcdocs/governance/ggcc_combined.pdf, accessed 10 November 2014.Education Review Office (ERO) (2013), Priorities for Children’s Learning in Early ChildhoodServices: Good Practice, ERO, Wellington, New Zealand, available on line athttp://www.ero.govt.nz/National-Reports/Priorities-for-Children-s-Learning-in-Early-Childhood-Services-Good-Practice-November-2013, accessed 10 December 2014.IFP (2003), Instrument zur Selbstevaluation für Träger im System der Kindertageseinrichtungen,Institut für Früh Pädagogik, Munich, www.ifp.bayern.de/imperia/md/content/stmas/ifp/traeger_profil_papierversion.pdf, accessed 10 December 2014.Jensen, A.S., S. Broström and O.H. Hansen (2010), “Critical perspectives on Danish earlychildhood education and care: Between the technical and the political”, Early Years, Vol. 30,No. 3, pp. 243-254.MEXT (2008), Course of Study for Kindergartens, www.mext.go.jp/component/english/__icsFiles/afieldfile/2011/04/07/1303755_002.pdf, Ministry of Education, Culture, Sports, Science andTechnology, accessed 26 August 2014.MFCA (2007), Act on Day-Care, After-School and Club Facilities, etc. for Children and YoungPeople (Day-Care Facilities Act), Ministry of Family and Consumer Affairs, Tokyo, No. 501.Moss, P. and A. Pence (1994), “Defining quality: values, stakeholders and processes” in P. Mossand A. Pence (eds.), Valuing Quality in Early Childhood Services: New Approaches toDefining Quality, Paul Chapman Publishing, London, pp. 1-9.OECD (2014a), Combined country responses to the online survey on monitoring quality in earlylearning and development, OECD, Paris.OECD (2014b), Survey on pedagogical approaches, OECD, Paris.Sheridan, S. (2001), Pedagogical Quality in Preschool: An Issue of Perspectives (doctoral thesis),Göteburg Studies in Educational Sciences, https://gupea.ub.gu.se/bitstream/2077/10307/1/gupea_2077_10307_1.pdf, accessed 10 December 2014.Siraj-Blatchford, I. et al. (2002), Researching Effective Pedagogy in the Early Years, ResearchReport No. 356, Department for Education and Skills, London.EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEW: ENGLAND © OECD 2015
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