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Constructions of Quality: Australian Childhood Education and Care (ECEC) Services during COVID-19

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Title: Constructions of Quality: Australian Childhood Education and Care (ECEC) Services during COVID-19
Language: English
Authors: Melissa Barnes (ORCID 0000-0003-3090-2585), Gloria Quiñones (ORCID 0000-0002-0795-2210), Emily Berger (ORCID 0000-0001-5550-807X)
Source: Teachers and Teaching: Theory and Practice. 2024 30(7-8):866-883.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Foreign Countries, Early Childhood Education, Child Care, Educational Quality, COVID-19, Pandemics, School Closing, Child Care Centers, Teacher Attitudes, Barriers, Distance Education, Electronic Learning, Online Courses
Geographic Terms: Australia
DOI: 10.1080/13540602.2021.1979510
ISSN: 1354-0602
1470-1278
Abstract: There is increasing pressure on Early Childhood Education and Care (ECEC) settings to align their practices and values to that of schools, with the notion that a quality education in ECEC consists of providing care whilst also ensuring strong learning outcomes. This paper employs the constructs of structural and process quality to theorise the perceived disparities between ECEC institutions and schools and between ECEC services during the COVID-19 pandemic. The experiences of 29 Australian ECEC educators provide insight into the differing constructions of quality across ECEC services during the COVID-19 lockdown periods that occurred from May to August 2020 in the state of Victoria. The findings suggest that despite increasing pressure for ECEC programmes to be more like schools, the pandemic amplified society's positioning of ECEC as a caregiving service, highlighting the perceived differences between ECEC and schools and within the ECEC sector itself. While the findings suggest that ECEC educators were discouraged by the lack of recognition they received for providing quality education during the pandemic, the disruption of the pandemic prompted opportunities for reflection and action, providing more visibility of the quality of care that ECEC educators provide and the importance of their roles within the community.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1439980
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Constructions of Quality: Australian Childhood Education and Care (ECEC) Services during COVID-19
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Melissa+Barnes%22">Melissa Barnes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3090-2585">0000-0003-3090-2585</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gloria+Quiñones%22">Gloria Quiñones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0795-2210">0000-0002-0795-2210</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Berger%22">Emily Berger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5550-807X">0000-0001-5550-807X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teachers+and+Teaching%3A+Theory+and+Practice%22"><i>Teachers and Teaching: Theory and Practice</i></searchLink>. 2024 30(7-8):866-883.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 18
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care+Centers%22">Child Care Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/13540602.2021.1979510
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  Data: 1354-0602<br />1470-1278
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  Data: There is increasing pressure on Early Childhood Education and Care (ECEC) settings to align their practices and values to that of schools, with the notion that a quality education in ECEC consists of providing care whilst also ensuring strong learning outcomes. This paper employs the constructs of structural and process quality to theorise the perceived disparities between ECEC institutions and schools and between ECEC services during the COVID-19 pandemic. The experiences of 29 Australian ECEC educators provide insight into the differing constructions of quality across ECEC services during the COVID-19 lockdown periods that occurred from May to August 2020 in the state of Victoria. The findings suggest that despite increasing pressure for ECEC programmes to be more like schools, the pandemic amplified society's positioning of ECEC as a caregiving service, highlighting the perceived differences between ECEC and schools and within the ECEC sector itself. While the findings suggest that ECEC educators were discouraged by the lack of recognition they received for providing quality education during the pandemic, the disruption of the pandemic prompted opportunities for reflection and action, providing more visibility of the quality of care that ECEC educators provide and the importance of their roles within the community.
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  Data: 2024
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  Data: EJ1439980
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        Value: 10.1080/13540602.2021.1979510
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      – Text: English
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        PageCount: 18
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Child Care
        Type: general
      – SubjectFull: Educational Quality
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: School Closing
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      – SubjectFull: Child Care Centers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Barriers
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      – SubjectFull: Distance Education
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Online Courses
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      – SubjectFull: Australia
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      – TitleFull: Constructions of Quality: Australian Childhood Education and Care (ECEC) Services during COVID-19
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