Evaluation of the educational quality in cycle 0-3: state of the question

Abstract

Introduction: the debate towards universalization of Early Childhood Education (ECE) from cycle 0-3 requires ensuring not only an accessible and affordable school place, but the quality of it. This work addresses a situation diagnosis of quality assessment in ECE, to help make visible what has been done and what to do in Spain.  Method: documentary type design, which includes a type regulatory review compared to descriptors and categories of analysis, as well as a systematic review (SR) of literature (meta-synthesis) in depth. Databases are queried in the SR using keywords and categories. Results:  the regulations, when it exists, are very heterogeneous in typology and application of the evaluation. It does not refer to a system of quality indicators. The LOMLOE (2020) lays new foundations for moving forward. Only one pilot study (2005) and 5 studies (most recently 2012) have been identified, which evaluates globally and with validated instruments the quality of children's education in Spain, and none apply in cycle 0-3. Discussion:  Mathiesen and Dominguez (2006) show that, while the relationship between coverage and   quality in cycle 3-6 is supported by sufficient evidence, it appears that this is not true in  cycle 0-3, which is consistent with the results obtained in this study and places us away from scientific activity in other countries. Conclusions:  work is urgently needed on a system of process quality indicators and results in the two cycles of this stage, and of valid and reliable instruments to achieve comparable results, as is done   in other countries. The need for greater territorial cooperation is evident to ensure that the right to ECE is not only sufficient and accessible, but of quality for all.

Key words:  Early childhood education, Educational quality, Educational evaluation, Educational indicators, Evaluation methods, Measuring instruments.