Title

Proving quality or improving quality: Who's minding the shop

Document Type

Journal Article

Publisher

Australian Early Childhood Association

Faculty

Community Services, Education and Social Sciences

School

Education

RAS ID

1246

Comments

Originally published as: Maloney, C., & Barblett, L. (2002). Proving quality or improving quality: who's minding the shop?. Australian Journal of Early Childhood, 27(1), 14-18. Original article available here.

Abstract

For decades early childhood teachers have been autonomous in ensuring they deliver quality programs for young children in their care. More recently in some Australian states, shifts in educational policy and decentralisation of school administration have taken matters of quality assurance out of the hands f classroom teachers and given them to senior school administrators. This paper discusses current developments in professional teaching standards and how this approach might be used to assess the quality of early childhood programs at a school and individual level. Limitations of a standards framework are discussed, and the alternative ways of using standards that are put forward are more likely to result in improving quality in early childhood education.

Access Rights

free_to_read

 
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