In my last article, I talked about the need to improve our understanding of what we mean by ‘quality’ in the early years. The existing research in this area is often poorly understood and inaccessible to practitioners and policy-makers.
Quality is often also categorised in two ways: process (the interactions that take place in the classroom) and structural (ratios, wages, qualifications, etc.) quality. A recent EPI report looked specifically at the existing research on structural quality in order to articulate better features of high quality and to shine a light on areas in which we, as a nation, differ from international best practice. Alongside our report, the Early Intervention Foundation published its own review on the features of process quality.
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