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Evaluar la calidad de los programas de educación temprana a través de un protocolo: un estudio de caso
Abstract
RESUMEN Existe un interés creciente entre los investigadores para entender cómo se establece y se mantiene la calidad en los programas de educación temprana; cómo debe evaluarse, y cómo deben interpretarse los resulta-dos obtenidos. Específicamente, en España, se reconoce la naturaleza educativa y asistencial de la etapa que comprende los primeros seis años de edad, en la que existen diversas propuestas pedagógicas de muy varia-da orientación. Ante la falta de instrumentos que ayuden a los centros a evaluar la calidad de los programas educativos, se describe el protocolo diseñado y aplicado para evaluar la calidad de un programa de educa-ción temprana trilingüe (castellano, vascuence e inglés) en un centro del norte de España, durante dos cursos académicos. Palabras clave: educación temprana; evaluación; protocolo; calidad.
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LA ORIENTACIÓN FAMILIAR ES EL CONJUNTO DE CONTENIDOS, RECURSOS Y procedimientos para apoyar la tarea educativa en la familia. Es innegable la necesidad de esta orientación en una sociedad que plantea nuevos retos y exigencias a los padres, para quienes son insuficientes unas cuantas nociones de educación general. Ahora ellos necesitan aprender con profundidad conceptos de educación familiar, a fin de mantener la unidad y la superación de quienes integran la familia. En este artículo presentamos algunos aspectos de la actuación del pedagogo como orientador familiar. Su formación profesional, con enfoque humanista, le permite fundamentar teóricamente el trabajo que realiza con padres de familia. Les ayuda a cumplir el compromiso de educar con responsabilidad a sus hijos, y de crear y mantener un ambiente familiar lo más funcional posible.
This study assessed factors that contributed to global program quality in early childhood settings. The sample consisted of 180 community-based child care centers from 12 geographically and economically diverse regions in North Carolina. The Early Childhood Environment Rating Scale (ECERS) total mean score was used as the primary measure of global program quality. The study found that 62 (34%) of the early childhood programs reported enrolling at least one child with disabilities. The study also found that inclusive early childhood programs scored significantly higher on the ECERS overall than did noninclusive programs. Results of an Analysis of Covariance (ANCOVA) indicated three other predictors of global program quality: teacher education, professional experience, and teacher self-ratings of knowledge and skill.
Reviews critically empirical research presented as evidence of the effect of therapy to improve neurological organization--as defined and prescribed by Delacato--on reading performance. Fifteen studies are reviewed. The results of twelve experiments, which are purported to be evidence for the effectiveness of Delacato's therapy, are evaluated in light of the controls which were lacking in their execution and the shortcomings of the reported statistical analyses. Serious doubts about the validity of any of the twelve experiments are raised. More than presenting mere possibilities, the authors identify probable invalidating influences in the experiments. An analysis of correlational studies reported by Delacato reveals a conclusion quite contrary to the implications drawn by him from the data. Without exception, the empirical studies cited by Delacato as a "scientific appraisal" of his theory of neurological organization are shown to be of dubious value./// [French] Cet article présente une revue critique des expériences de Delacato au moyen desquelles il cherche à prouver l'effet bienfaisant d'une thérapie de la structure neurologique sur la lecture. Quinze études sont passées en revue. Les résultats de douze expériences, censées prouver l'efficacité de la therapie Delacato, sont évalués en tenant compte du manque de contrôle dans leur exécution et de l'insuffisance des compte-rendu des analyses statistiques. Les auteurs émettent de sérieux doutes quant à la validité de ces douze expériences, et vont même jusqu'à preciser les facteurs qui probablement les rendent invalides. En analysant les études de corrélation rapportées par Delacato, les auteurs en tirent une conclusion absolument opposée aux implications qu'il tire luimême des données recueillies. Ils mettent sérieusement en question la valeur de toutes les études empiriques sans exception, que Delacato appelle «évaluation scientifique» de sa théorie sur la structure neurologique./// [Spanish] Se reseña críticamente la investigación empírica presentada como evidencia del efecto de la terapia para mejorar la organización neurológica--según la define y prescribe Delacato--en el rendimiento de la lectura. Se reseñan quince estudios. Los resultados de doce experimentos, que se da a entender son prueba de la eficacia de la terapia de Delacato, se evalúan bajo la luz de los controles que eran deficientes en su ejecución y de los defectos de los análisis estadísticos reportados. Se expresan serias dudas sobre la validez de cualquiera de los doce experimentos. Más que presentar meras posibilidades, los autores identifican probables influencias invalidantes en los experimentos. Un análisis de estudios correlacionales presentados por Delacato revela una conclusión bastante contraria a las implicaciones que él obtiene de los datos. Sin excepción, se muestra que es dudoso el valor de los estudios empíricos citados por Delacato como una «evaluación científica» de su teoría de organización neurológica.
This study investigates how program evaluation has contributed to the definition of quality in early childhood programs and what social and cultural conditions have influenced these definitions. First, a review of evaluation reports from the last 3 decades identified three types of quality used to evaluate early childhood programs: (a) outcome-determined quality, (b) standards-based quality, and (c) developmental appropriateness. An analysis of questionnaire responses from evaluators and interviews with early childhood practitioners was also conducted in order to explore underlying social and cultural conditions of each quality definition. The authors conclude that, in order to be valid and meaningful, evaluation of early childhood programs should be based on in-depth understanding of dynamic program processes and diverse stakeholders’ perspectives on program quality. Evaluation should challenge and expand the dominant perspectives on early childhood program quality.
This study investigates how program evaluation has contributed to the definition of quality in early childhood programs and what social and cultural conditions have influenced these definitions. First, a review of evaluation reports from the last 3 decades identified three types of quality used to evaluate early childhood programs: (a) outcome-determined quality, (b) standards-based quality, and (c) developmental appropriateness. An analysis of questionnaire responses from evaluators and interviews with early childhood practitioners was also conducted in order to explore underlying social and cultural conditions of each quality definition. The authors conclude that, in order to be valid and meaningful, evaluation of early childhood programs should be based on in-depth understanding of dynamic program processes and diverse stakeholders’ perspectives on program quality. Evaluation should challenge and expand the dominant perspectives on early childhood program quality.
High‐quality care is essential to the optimal development of young children. While many children attend childcare away from the home for an average of six hours per day, the environment is not necessarily of the highest quality. An assessment of the indoor and outdoor space, curriculum and activities, teacher and child interactions, materials, equipment, nutrition and health factors can yield critical information for parents and center administrators, teachers and staff. This study provides outcome information in regard to a state‐funded Enhancement Grant project in which childcare facilities' personnel were provided with professional development activities to assist them in evaluating their early care and learning programs, and planning and implementing enhancement activities. After three years, a significant improvement resulted in several areas critical to high‐quality care for young children.
During the last half of the twentieth century, increasing numbers of young children have been placed in out‐of‐home care. The need to assure quality experiences for young children in such settings is a pressing social and parental need. One important method of insuring program quality lies in the program evaluation process. This article summarizes literature on early childhood program evaluation, presents an overview of the national standards addressing quality in early childhood programs and presents the results of a study of evaluation practices of model early childhood programs. A questionnaire was devised based on the program evaluation literature. The questionnaire asked programs to identify the methods and staff used to evaluate nine program components. Programs were identified in the literature which were cited for exemplary practices. The questionnaire was sent to these programs. The study and analyzes the results of the information returned by the model programs.