Το Επίπεδο της Ποιότητας της Παρεχόμενης Αγωγής και Φροντίδας από Βρεφονηπιακούς Σταθμούς

Abstract

Developmental research consistently links highquality education and care with children’s overall development and well being. Although the time a child spends in day care centers, the consistency of care and the type of day care are factors which sometimes are associated with the children’s developmental achievements it is the quality of treatment and daily care itself, which seems to exert the most substantial and direct effects on child’s development. The present study was designed to record and evaluate structural and procedural aspects of the quality and overall quality of preschool programs. The study was conducted in 27 classrooms, of which 17 were preschool classrooms and 10 infant/toddler classrooms operating in day care centres. In order to assess programs’ global quality the Greek translation of the ACEI Global Guidelines Assessment – ACEI GGA (Association for Childhood Education International, 2006 2006) was employed. Structural characteristics (ratios and group sizes) were recorded in observation forms. The data of this study suggest that the level of quality of education and care provided by the preschool settings which constitute the sample is extremely low. The Greek state itself, which is responsible for setting the structural characteristics of quality, seems that it does not give the proper importance to the way day care institutions operate. The data show that the day care centres seem to be considered as being primarily well fare institutions and secondary institution which provide education, as well. The disappointing results of this study lead to the need to take immediate measures to improve the level of the quality of education and care and to ensure the best possible start for children.