Understanding quality Understanding quality educational practiceeducational practice in in

ECD provisionECD provision ISSA Program MeetingISSA Program Meeting

ISSA Definition of Quality Pedagogy: Using Revised Standards as a Tool for Supporting Cooperation ISSA Definition of Quality Pedagogy: Using Revised Standards as a Tool for Supporting Cooperation

and Promoting Qualityand Promoting Quality

Belgrade, December 2008.Belgrade, December 2008.

Zorica TrikiZorica Trikićć and Vesna Zlatarovi and Vesna Zlatarovićć

CIP-Center for Interactive Pedagogy, SerbiaCIP-Center for Interactive Pedagogy, Serbia

Description of the SeminarDescription of the Seminar

CIP has perennial tradition of organizing CIP has perennial tradition of organizing workshops on annual meetings of professionals workshops on annual meetings of professionals working in crèches in cooperation with working in crèches in cooperation with Association of nurses working in ECD provision. Association of nurses working in ECD provision. CIP’s voluntary work CIP’s voluntary work

to promote values we believe to promote values we believe to endorse programs we are doingto endorse programs we are doing

Last year we presented ESJ program for childrenLast year we presented ESJ program for children This year new version of ISSA pedagogical standards This year new version of ISSA pedagogical standards

The one day seminar was organized in 3, one and a The one day seminar was organized in 3, one and a half hour sessions. half hour sessions.

Goals and Outcomes of the Goals and Outcomes of the SeminarSeminar

Main goal Main goal to get feedback and reflection from practitioners on new version of to get feedback and reflection from practitioners on new version of

ISSA standards ISSA standards to open dialogue with them about present situation in their working to open dialogue with them about present situation in their working

context.context.Expected outcomes:Expected outcomes:

Defining different aspects of quality, developing respect for different Defining different aspects of quality, developing respect for different perspectivesperspectives

Awareness raising on importance of dialogue between different Awareness raising on importance of dialogue between different stakeholders (including children) in the process of defining what quality stakeholders (including children) in the process of defining what quality isis

Understanding the importance of Standards of quality (in this case ISSA Understanding the importance of Standards of quality (in this case ISSA standards) in the process of operationalization of qualitystandards) in the process of operationalization of quality

Recognizing ISSA standards as a tool for professional development and Recognizing ISSA standards as a tool for professional development and promotion of professionpromotion of profession

Understanding interdependence between quality and professionalismUnderstanding interdependence between quality and professionalism

Structure of the participantsStructure of the participants

Profile of participants Profile of participants

Nurses 41Nurses 41Preschool teachers 6Preschool teachers 6Psychologists and Pedagogues 5Psychologists and Pedagogues 5Defectologists 1Defectologists 1Methodologists (art, sport, etc) 3Methodologists (art, sport, etc) 3Others 3Others 3

TOTAL 59TOTAL 59

from 26 towns from Serbia, Bosnia and Herzegovina (Republic from 26 towns from Serbia, Bosnia and Herzegovina (Republic Srpska), Montenegro and Serbian enclaves from Kosovo, Srpska), Montenegro and Serbian enclaves from Kosovo, representing 31 Preschool institutions, some of them from big representing 31 Preschool institutions, some of them from big cities, some from rural or isolated communities.cities, some from rural or isolated communities.

I session:I session: What is qualityWhat is quality

Template presented by Mathias Urban at ISSA Conference in Template presented by Mathias Urban at ISSA Conference in Bratislava.Bratislava.

Participants were divided in 7 groups (children, parents, professionals, Participants were divided in 7 groups (children, parents, professionals, principles, experts, financiers and Ministry of Education). principles, experts, financiers and Ministry of Education).

Each group had a task to define what quality is from their perspective Each group had a task to define what quality is from their perspective and to present it to the others. and to present it to the others.

After presentation we opened the dialogue between all respective After presentation we opened the dialogue between all respective groups. The dialogue took following strands:groups. The dialogue took following strands:

Who is the »owner« of the quality – who is supposed to define itWho is the »owner« of the quality – who is supposed to define it How the image of children, parents and function of crèche influence the How the image of children, parents and function of crèche influence the

definition of qualitydefinition of quality Should we talk about quality control or management, or about quality Should we talk about quality control or management, or about quality

improvement, or about everything, merging it in a category of best improvement, or about everything, merging it in a category of best interest of the childinterest of the child

What are the reasons why they do not talk about educational outcomes What are the reasons why they do not talk about educational outcomes in early years, why is so difficult for them to think in that termsin early years, why is so difficult for them to think in that terms

During the discussion we offered them areas of During the discussion we offered them areas of understanding (from ESJ) naming, voicing, building allies understanding (from ESJ) naming, voicing, building allies as a framework as a framework

Naming - introducing new language and understanding Naming - introducing new language and understanding talking about ECD, talking about ECD,

Voicing – giving professional voice to children and families Voicing – giving professional voice to children and families on importance of quality ECD and right to ECD, andon importance of quality ECD and right to ECD, and

Building allies – connecting with all those who perceive Building allies – connecting with all those who perceive quality in early years education as crucial and quality in early years education as crucial and undertaking joint action. undertaking joint action.

We also started to talk about CRC as a different We also started to talk about CRC as a different perspective on children and their families.perspective on children and their families.

Outcomes of the first sessionOutcomes of the first sessionKey words: quality, dialogue, active participation, right to ECD. Key words: quality, dialogue, active participation, right to ECD. Key message: There's no quality without dialogueKey message: There's no quality without dialogue

BENEFIT OF EACH CHILD

PROMOTION OF PROFESSIONBENEFIT OF SOCIETY IN GENERAL

QUALITY PARTICIPANTS LEADING TO

Children Parents Professionals Principles Experts Financiers MoE Who else? DIALOGUE

Outcomes of the first session (cont.)Outcomes of the first session (cont.)Key words: understanding, respect, image of the child Key words: understanding, respect, image of the child Key message: There is reciprotial connection between image of the child Key message: There is reciprotial connection between image of the child and importance of ECD.and importance of ECD.

IMAGE OF THE CHILD IMAGE OF THE CHILD

on personalon personal

professional professional

societal levelsocietal level

Place for change and dialogue about the role of qualityPlace for change and dialogue about the role of quality

IMPORTANCE OF ECD + INVESMENTS + STATUSIMPORTANCE OF ECD + INVESMENTS + STATUS

II SessionII SessionHow to operationalize what we are How to operationalize what we are

talking abouttalking aboutShort presentation of ISSA program Initiative on Quality. Short presentation of ISSA program Initiative on Quality.

New ISSA Standards – for majority this was first time to work on New ISSA Standards – for majority this was first time to work on this kind of materials this kind of materials

Participants were divided in 7 groups, covering seven Participants were divided in 7 groups, covering seven focus areas from ISSA standards focus areas from ISSA standards Each group had chart with one focus area and standards Each group had chart with one focus area and standards without indicators. without indicators. In small groups they had task to talk about areas and In small groups they had task to talk about areas and standards and to try to connect them with their work. standards and to try to connect them with their work. When they finished work in small groups, charts were When they finished work in small groups, charts were sent in circle so that everybody had chance to see what sent in circle so that everybody had chance to see what have been done by their colleagues. They also had have been done by their colleagues. They also had opportunity to add.opportunity to add.Discussion Discussion

Outcomes of the second sessionOutcomes of the second session

““Revelation” – how complex their work isRevelation” – how complex their work is Some of them felt proud, some were worried that they are not capable to Some of them felt proud, some were worried that they are not capable to

combine all the elements from the standards. combine all the elements from the standards. They They all all agreed - they need similar instrument toagreed - they need similar instrument to

pursue their workpursue their workto promote their profession and to promote their profession and To promote importance of ECDTo promote importance of ECD

““Enjoyment “- complex discussions, building common understanding of the areas Enjoyment “- complex discussions, building common understanding of the areas and standards they were working on, having opportunity to express themselves. The and standards they were working on, having opportunity to express themselves. The most valuable in the process was that they started to discuss among each others, most valuable in the process was that they started to discuss among each others, leaving facilitators out. leaving facilitators out. ““Puzzlement” - it was also difficult to find what is differentia specifica of different Puzzlement” - it was also difficult to find what is differentia specifica of different focus areas, how in their practical work they merge many things, focus areas, how in their practical work they merge many things, ““Ambivalence” – Focus Area 3 - Diversity, Democracy and Inclusion and Focus Area Ambivalence” – Focus Area 3 - Diversity, Democracy and Inclusion and Focus Area 1 - Interactions. They think that they are important, but are not sure how to work in 1 - Interactions. They think that they are important, but are not sure how to work in these areas. these areas. ““Challenge - They were also very provoked by area of Assessment, they have Challenge - They were also very provoked by area of Assessment, they have difficulties to think about doing any kind of assessment in early years. difficulties to think about doing any kind of assessment in early years.

Outcomes of the second session (cont.)Outcomes of the second session (cont.)

Focus area INTERACTIONSFocus area INTERACTIONS Key words: encouragement, respect, involvement, Key words: encouragement, respect, involvement,

support and approvalsupport and approval

Focus area FAMILIES AND COMMUNITIESFocus area FAMILIES AND COMMUNITIES Key words: adaptation, communication, Key words: adaptation, communication,

exchanging information, cooperationexchanging information, cooperation

Focus area INCLUSION, DIVERSITY, VALUES Focus area INCLUSION, DIVERSITY, VALUES of DEMOCRATISATION of DEMOCRATISATION Key words: equality, respect and toleranceKey words: equality, respect and tolerance

Outcomes of the second session (cont.)Outcomes of the second session (cont.)

Focus area: ASSESMENT AND PLANNINGFocus area: ASSESMENT AND PLANNING Key words: observation, planning, evaluationKey words: observation, planning, evaluation

Focus area: TEACHING STRATEGIESFocus area: TEACHING STRATEGIES Key words: encouragement, choice, respectKey words: encouragement, choice, respect

Focus area: LEARNING ENVIROMENTFocus area: LEARNING ENVIROMENTKey words: exploration, team, stimulation, Key words: exploration, team, stimulation, cooperative effortcooperative effortFocus area: PROFESSIONAL DEVELOPMENTFocus area: PROFESSIONAL DEVELOPMENT Key words: improvement, deepening, Key words: improvement, deepening,

participationparticipation

III SessionIII Session

Building new image of professionBuilding new image of profession

Mini lecture and reflectionMini lecture and reflection

How to connect all this with the image of How to connect all this with the image of profession? profession?

Outcomes:Outcomes:

They strive for respect and autonomyThey strive for respect and autonomy

They need support and tools to promote They need support and tools to promote their worktheir work

Evaluation and reflectionEvaluation and reflection

Participants stated that:Participants stated that: They have enjoyed in the opportunity to discuss about quality They have enjoyed in the opportunity to discuss about quality

practice and importance of work in early years.practice and importance of work in early years. They felt stimulated and empowered, and these activities They felt stimulated and empowered, and these activities

contributed to development of their positive self image as contributed to development of their positive self image as professionals. professionals.

They liked idea of changing image of the childThey liked idea of changing image of the child They also think that Standards (adapted ones) can make their They also think that Standards (adapted ones) can make their

position stronger in the process of defining their role in the position stronger in the process of defining their role in the educational system. educational system.

They would like to have standards, and to use them, but mostly They would like to have standards, and to use them, but mostly for mentoring process or some kind of self evaluation. for mentoring process or some kind of self evaluation.

They will like to have standards to share it with parents and They will like to have standards to share it with parents and colleagues and to talk with them about concrete work in crashes. colleagues and to talk with them about concrete work in crashes.

Evaluation and reflectionEvaluation and reflectionour perspectiveour perspective

We as facilitators were very happy and content ( and We as facilitators were very happy and content ( and surprised) with the whole process and outcomes. surprised) with the whole process and outcomes. Participants were engaged in discussion, they had so Participants were engaged in discussion, they had so many questions and comments, high level of many questions and comments, high level of “Involvement” and “wellbeing” “Involvement” and “wellbeing” . . We were afraid that “there was too much of everything in We were afraid that “there was too much of everything in this seminar”, but it seems that it was useful regarding this seminar”, but it seems that it was useful regarding outcomes – some questions were posed and at least we outcomes – some questions were posed and at least we managed to make one step beyond traditional way of managed to make one step beyond traditional way of perceiving most important issues in ECD, especially perceiving most important issues in ECD, especially image of the child.image of the child.For us it was also a learning process, we were not aware For us it was also a learning process, we were not aware how low self-esteem is among professionals working in how low self-esteem is among professionals working in early age, and how poor is their pre-service education. early age, and how poor is their pre-service education.

Evaluation and reflectionEvaluation and reflectionour perspective(cont.)our perspective(cont.)

Interesting ideas for the future work and Interesting ideas for the future work and advocacy using standardsadvocacy using standards Image of the child – from passive to activeImage of the child – from passive to active Image of professionals – from passive to Image of professionals – from passive to

active – constructing their professionactive – constructing their profession

Big question – how standards of quality Big question – how standards of quality can/would influence pre/in service can/would influence pre/in service professional developmentprofessional development