1. Item 11: Progress Report on the Quality Project Miho Taguma Project leader on ECEC 7 th Meeting of the OECD Network on Early Childhood Education and Care, Paris, 21-22 June 2010

2. Focus of Item 11 Analytical framework with an overview of general quality indicators Preliminary Framework of Policy Tool Box Findings from thematic literature overview: “parental and community involvement”, “curriculum and pedagogy”, and “professional development and working conditions” Quality in physical settings from CELE Discussants from DEN, POR, ITA

3. Analytical Framework for Quality: Child-centered Approach POLICYCHILD Inputs – Education Policy/ Social Policy/ ECEC Policy Outcomes – Educational outcomes/ Social outcomes Intermediaries – Environments and Interactions ECEC staff Peers ECEC institutions Parents Siblings Grandparents Neighbours Home and community

4. Analytical Framework for Quality: Child-centered Approach POLICYCHILD Inputs – Education Policy/ Social Policy/ ECEC Policy Outcomes – Educational outcomes/ Social outcomes Factors that contribute to improving child outcomes ECEC process factors * Pedagogy and curriculum * Physical settings Family factors * SES * Mental health * Educational resources at home * Early reading at home Structural factors * Staff education, qualifications and training * Child/staff ratio * Group size * Staff wages * Parental and community involvement * Political support and public funding * Coordinated programme administration and management * Monitoring the ECEC sector

5. Preliminary Framework of Policy Tool Box To improve quality in early childhood education and care, it is essential to align separate, complementary policy tools. Setting explicit policy goals Legislation for access, quality and equity Regulations/ deregulations of ECEC services Funding Curricula and pedagogy Parental support Monitoring, research and evaluation Teacher education, professional development, working conditions