Quality in early learning centres – investigating the literature

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Main research question

The primary research question is:
How can an understanding of beneficiaries‘ experiences of quality in early learning centres inform the development of a quality assurance framework in South Africa?

Secondary research questions

The following are secondary (specific) research questions:
1. What is offered by early learning centres?
2. What do beneficiaries experience as quality in early learning centres?
3. How do beneficaries‘ experiences of quality compare with what is offered by early learning centres?
4. How can identified early learning centre quality factors be utilised to develop a quality assurance framework for the South African context?
5. How can existing international quality assurance frameworks inform the development of a South African early learning centre quality assurance framework?

PRELUDE TO METHODOLOGY

In Chapter 3, I present a detailed account of the research design and methodology used in the study. In order to answer my research question, I studied interactions of events, human relationships and other factors and therefore chose an instrumental case study (Merriam, 1998: 41) as the research design. In this case study, I focus on the experiences of parents, teachers and teacher-students regarding the quality in early learning centres.

UTLINE OF CHAPTERS

Chapter 1: Overview and rationale In Chapter 1, the rationale and purpose of this study, as well as the background and context are presented. The main and secondary research questions are also introduced. In the last instance, the research approach is explained followed by an outline of the chapters in the study.
Chapter 2: Quality in early learning centres – investigating the literature Chapter 2 is devoted to an investigation of existing literature. The focus areas in this chapter are the need for service provision in an early learning environment; quality early childhood education; an explanation of the theoretical framework underpinning this study; early learning centres and the regulation of service provision. Chapter 3: Research design and methodology In Chapter 3, a detailed account of the research design and methodology used in the study is provided. The methodological and metatheoretical paradigms are justified, the choice of research design and participants explained and ethical considerations clarified. Furthermore the different data collection, documentation, analysis and interpretation techniques are described.

Acknowledgements
Declaration of authorship and copyright waiver
Dedication
Abstract
Chapter 1 Overview and rationale
1.1 PURPOSE OF THE STUDY
1.2 RATIONALE FOR THE STUDY
1.3 BACKGROUND AND CONTEXT
1.4 CONCEPT CLARIFICATION
1.5 RESEARCH QUESTIONS
1.5.1 The aim of the study
1.5.2 Objectives of this study therefore were to:
1.5.3 Main research question
1.5.4 Secondary research questions
1.6 PRELUDE TO METHODOLOGY
1.7 OUTLINE OF CHAPTERS
1.8 CONCLUSION
Chapter 2 Quality in early learning centres – investigating the literature
2.1 INTRODUCTION
2.2 THE NEED FOR SERVICE PROVISION IN AN EARLY LEARNING ENVIRONMENT
2.3 QUALITY EARLY CHILDHOOD EDUCATION
2.3.1 Defining ―quality‖ in early childhood education
2.4 THE THEORETICAL FRAMEWORK UNDERPINNING THIS STUDY
2.5 EARLY LEARNING CENTRES
2.5.1 What is an early learning centre?
2.5.2 Who are learning centres for?
2.5.3 How do young children learn and develop?
2.5.4 The role of play in early learning centres
2.5.5 What should the curriculum offer? The debate between play-based approach versus academic direct instruction
2.5.6 The learning environment
2.6 REGULATING SERVICE PROVISION
2.6.1 Measuring quality in early childhood education (ECE)
2.7 QUALITY ASSURANCE FRAMEWORKS
2.7.1 The implementation of quality assurance frameworks
2.7.2 The ECE accreditation and quality assurance situation in the USA
2.7.3 The ECE quality assurance and accreditation situation in Europe
2.7.4 The ECE quality assurance and accreditation situation in Australia
2.7.5 The ECE quality assurance situation in emerging economies and South Africa
2.8 CONCLUSION
Chapter 3 Research design and methodology
3.1 INTRODUCTION
3.2 PARADIGMATIC APPROACH
3.2.1 Metatheoretical paradigm
3.2.2 Methodological paradigm
3.3 RESEARCH PROCESS
3.4 RESEARCH DESIGN AND METHODOLOGY
3.4.1 Instrumental case study
3.4.1.1 Advantages and disadvantages of instrumental case studies
3.5 PARTICIPANTS IN THE STUDY
3.5.1 Students as participants
3.5.2 Students as co-researchers (fieldworkers)
3.5.3 Teachers as participants
3.5.4 Mothers as participants
3.5.5 Advantages and disadvantages of involving all the different participants
3.6 DATA COLLECTION
3.6.1. Quantitative data collection by means of a questionnaire
3.6.1.1 Questionnaires of student observations
3.6.2 Qualitative data collection
3.6.2.1 Document selection of students‘ observations: reflective journals
3.6.2.2 Interviews with parents (mothers): interview schedule
3.6.2.3 Interviews with teachers: interview schedule
3.7 DATA ANALYSIS AND INTERPRETATION
3.7.1. Quantitative data analysis
3.7.2 Qualitative data analysis
3.8 ETHICAL CONSIDERATIONS
3.8.1 Introduction: what ethics?
3.8.2 Ethics informed by a social constructionist metatheoretical paradigm
3.8.3 Ethical guidelines.
3.9 ENSURING THE QUALITY AND RIGOUR OF THE STUDY
3.9.1 Trustworthiness of research
3.9.1.1 Credibility and internal validity
3.9.1.2 Transferability and external validity
3.9.1.3 Dependability and reliability
3.9.1.4 Confirmability and objectivity
3.10 CONCLUSION
Chapter 4 Analysis of the responses in the questionnaires: Learning areas, learning activities and outdoor facilities available at early learning centres
4.1 INTRODUCTION
4.2 PRESENTING THE RESULTS OF THIS STUDY BY PROCESSING THE QUESTIONNAIRE DATA
4.2.1 Questionnaire results
Chapter 5 Analysis of the responses in the interviews and reflective journals
5.1 INTRODUCTION
5.2 CROSS-CASE COMPARISON OF TEACHER- AND MOTHER- PARTICIPANTS‘ INTERVIEW RESPONSES AND THE REFLECTIVE JOURNAL RESPONSES OF STUDENT-PARTICIPANTS
5.2.1 Comparing responses according to themes
5.2.2 Comparing responses according to the participants
5.3 THEMATIC RESULTS OF QUALITATIVE DATA
5.3.1 Theme 1: Daily Programme
5.3.1.1 Sub-theme 1.1 Curriculum (content)
5.3.1.2 Sub-theme 1.2 Implementation of the curriculum in the daily programme
5.3.2 Theme 2: Context of learning
5.3.2.1 Sub-theme 2.1 Central and pleasant locality
5.3.2.2 Sub-theme 2.2 Environment: healthy and safe
5.3.2.3 Sub-theme 2.3 Language of teaching and learning
5.3.2.4 Sub-theme 2.4 Non-discriminatory and accepting atmosphere
5.3.2.5 Sub-theme 2.5 Centre’s reputation
5.3.2.6 Sub-theme 2.6 Centre management and leadership
5.3.3 Theme 3: Learners’ requirements and expectations
5.3.3.1 Sub-theme 3.1 Teachers’ qualifications, relationships and conduct
5.3.3.2 Sub-theme 3.2 Optimising learner development
5.3.4 Theme 4: Requirements and expectations in terms of services and facilities
5.3.4.1 Sub-theme 4.1 Available services
5.3.4.2 Sub-theme 4.2 Facilities that are child-friendly and conducive to development
5.4 CONCLUSION
Chapter 6 Findings
6.1 INTRODUCTION
6.2 WHAT IS OFFERED BY EARLY LEARNING CENTRES?
6.2.1 Learning areas
6.2.2 Structured learning activities
6.2.3 Outdoor facilities
6.2.4 Integrating insights on services provided at early learning centres
6.3 WHAT DO BENEFICIARIES EXPERIENCE AS QUALITY IN EARLY LEARNING CENTRES?
6.3.1 Confirmation of existing knowledge with regard to quality indicators
6.3.1.1 Socio-emotional well-being
6.3.1.2 Learning
6.3.1.3 Holistic development
6.3.1.4 Values and respect
6.3.1.5 Infrastructure vii
6.3.1.6 Integrating insights on beneficiaries‘ experiences of quality in early learning centres
6.3.2 Results contradictng existing knowledge on quality indicators in early learning centres
6.3.3 Silences or absences in the data with regard to existing knowledge on quality in early learning centres
6.3.4 New insights regarding quality in early learning centres
6.4 CONCLUSION
Chapter 7 Conclusions
7.1 INTRODUCTION
7.2 REFLECTIONS ON LIMITATIONS IN MY STUDY
7.3 ADDRESSING MY RESEARCH QUESTIONS
7.3.1 How do beneficiaries‘ experiences of quality compare to what is offered
by early learning centres?
7.3.2 How can identified early learning centre quality factors be utilised to develop a quality assurance framework for the South African context?
7.3.3 How can existing international assurance frameworks inform the development of a South African early learning centre quality assurance framework?
7.3.4 How can an understanding of beneficiaries‘ experiences of quality in early learning centres inform the development of an assurance framework in South Africa?
(a) Linking findings related to secondary questions
(b) Proposing guidelines for the development of a quality assurance framework for early learning centres in South Africa
7.4 Integrated beneficiary-based quality assurance framework for Early Learning Centres
7.5 FINAL THOUGHTS
LIST OF REFERENCES