A Quality Framework for Early Childhood Practices in Services for Children Under Three Years of Age: Starting Regionally – Moving Globally

Abstract

In 2013, the International Step by Step Association (ISSA) surveyed its 40 member organizations on early childhood care and education services being offered in their countries to children under 3 years of age and their families. Results showed that children’s and families’ access to these services had decreased since the 1990s and that where they did exist, the quality in many locations was low. This prompted ISSA to develop a Quality Framework for Early Childhood Practices in Services for Children Under Three Years of Age -primarily for its members. The Framework not only presents the most current information on how to work with this age level, but also includes information on why and how different services should work more inter-sectorally. The purpose of this chapter is to introduce the ISSA Quality Framework and to describe some the challenges and lessons learned in the process of its development. It also describes the lessons learnt by three ISSA member organizations which piloted the Framework to explore how it could be used to support policies, governance and practices with under-3 year olds in different countries.

Annex

Description of the Principles Presented in the ISSA Quality Framework for Early Childhood Services for Children Under Three Years of Age

• Relationships

  • Recognizing and valuing each child’s uniqueness, competences, personal communication style, preferences and agency.

  • Engaging in responsive interactions that create a secure attachment.

  • Fostering through strategies that encourage dialogue.

  • Fostering relationships between and among children.

  • Supporting the child under three’s routine and non-routine transitions.

• Family and Community

  • Strengthening relationships with and among families and communities.

  • Engaging in sensitive, respectful and reciprocal communication.

  • Working in partnerships with families.

  • Cooperating and collaborating partnerships with the community.

• Inclusion, Diversity and Values of Democracy

  • Including equal opportunities for every child and family to participate.

  • Understanding and appreciating the diversity that exists among children, families and communities

  • Fostering each child’s sense of self, voice and agency.

  • Promoting inclusion through partnerships with families

• Health, Well-being and Nutrition

  • Promoting health.

  • Ensuring children’s nutritional needs are met.

  • Using health care and nutritional routines as a source of pleasure, attachment and learning.

  • Safeguarding each child from abuse, neglect and harm.

• Development and Learning

  • Approaching children’s development holistically.

  • Using play is a source and strategy for development, well-being and learning.

  • Scaffolding development and learning.

• Observation, Documentation, Reflection, and Planning

  • Using observations to provide important information about children’s development, learning, interests, strengths and needs.

  • Documenting, reflecting upon and sharing with parents/families and others who are involved in the child’s care and well-being.

  • Jointly reflecting on observations and the documentation of children’s learning and socialisation experiences.

  • Planning by responding individual children’s strengths and needs

• Enabling Environments

  • Promoting each child’s safety and well-being.

  • Ensuring the environment is welcoming, accessible and comfortable and creates a sense of belonging.

  • Stimulating the child’s play, exploration, autonomy and initiative.

• Professional Development

• Increasing knowledge about child development and learning

• Continually engaging in professional development activities.

• Inter-sectoral Cooperation

  • Collaborating and cooperating with other practitioners and services within and across sectors—whilst ensuring children’s and families’ privacy, confidentiality and dignity

  • Referring to early childhood intervention specialists for formal screening and assessment when needed