Greenway, Celia (2011)
Ph.D. thesis, University of Birmingham.
There has been a significant increase in interest in the development of childhood education and care in England in recent years and this has been supported by a plethora of initiatives and policy reforms. During this period of change there has also been a debate concerning the nature of „quality‟ in Early Years provision. However, little research has focussed upon the quality standards and systems that are part of this evolution of Early Years Education and, in particular, the area of Early Years inspection has been given only limited consideration. This study explores stakeholder notions of „quality‟ in Early Years Education and their perceptions of the new integrated approach to Early Years inspection within five distinct types of nursery provision in the state and private sector in the West Midlands. This study captures insights which could inform the future research agenda in Early Years education and care, in particular the findings connected to the parental questionnaire highlight the need for an informed and documented dialogue between stakeholders. This work concludes by suggesting strategies including the establishment of evaluative partnerships between state and private settings, encouraging and developing collegiate critical reflection on practice whilst fostering the collaborative culture.
This unpublished thesis/dissertation is copyright of the author and/or third parties.
The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged.
Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
Repository Staff Only: item control page