A FRAMEWORK TO ANALYSE THE QUALITY OF ECEC SERVICES ACCORDING TO THE CHILD-CENTRED CULTURE

Abstract

In this contribution it is proposed a critical framework, based on Basil Bernstein’s theory, for two aims. The first one is a critical reflection on some structural limits of the Indicator Frameworks used to evaluate the quality of Early Childhood Education and Care services (ECEC), since they rely mainly on measures of the structural and processual characteristics of the educational settings. As a consequence, the processual dimensions are reduced to their individual components, overlooking the complex and contingent interactions that create opportunities for learning. The second aim is to propose a framework, based on Basil Bernstein’s theory to analyse the different child-centred approaches to ECEC.