![]() ![]() ![]() We looked to the aspirations of Te Whāriki, the early childhood curriculum in developing these indicators. The approach champions evaluation, both internal and external, as the engine to drive improvement and the indicators provide a common currency for making judgements about quality for improvement. Ngā Ara Whai Hua: Quality Framework for Evaluation and Improvement outlines our new approach to review and evaluation for accountability and improvement and Te Ara Poutama – indicators of quality is at the core of this framework. We also sought feedback from the ECE sector on the draft indicators, which was considered and responded to in the development process. Contributions came from some of New Zealand’s leading academics: Dr Maria Cooper, Dr Ali Glasgow, Dr Alex Gunn, Dr Lesley Rameka and Dr Kate Thornton. The development of the indicators began in late 2017 and included engaging with an Academic Experts Panel to critique the existing indicators and provide a commentary that reflected up-to-date research about what matters most in the provision of high quality early childhood education and care. They will form the basis of our external evaluations of early childhood services. ERO expects all early childhood services to use the indicators in their internal evaluation and planning for improvement. The indicators are designed to focus early childhood services and ERO evaluators on the things that matter most in contributing to children developing knowledge, skills, attitudes, dispositions and working theories that support lifelong learning. Te Ara Poutama – indicators of quality for early childhood education: what matters most draws together research and evaluation evidence about effective practice in early childhood education contexts that promote valued learning outcomes for children in Aotearoa New Zealand. Read how we review early childhood services. Read Ngā Ara Whai Hua: Quality Framework for Evaluation and Improvement. These evaluation indicators form part of the framework we use when reviewing early childhood services, Ngā Ara Whai Hua: Quality Framework for Evaluation and Improvement. More detail about how we review centre-based services We expect leaders and kaiako will work with parents and whānau so that the learning outcomes support their values and aspirations for their children. Outcome indicators are the learning outcomes in Te Whāriki, the early childhood curriculum.We’ve organised them into five key domains, Ngā Akatoro. These indicators look at systems, processes and practices. Process indicators focus on the conditions that contribute to quality early childhood education.Review of Ngā Pou Here Te Pou Mātauranga me te Pou Tikanga Whakaako - Dr Alex Gunn.Evaluation indicators for ECE Reviews: ERO’s conceptual framework Ngā Pou Here - Dr Ali Glasgow.Commentary on ERO’s evaluation indicators for early childhood services with a focus on infants and toddlers - Dr Maria Cooper.A review of ECE evaluation indicators: A leadership focus - Dr Kate Thornton.A commentary on Ngā Pou Here, ERO’s framework for reviewing early childhood services – Dr Lesley Rameka.provide advice and critique on the revised draft evaluation indicators as the work progressed.Ĭopies of the papers are available below:.prepare a written commentary on the current version of ERO’s conceptual framework Ngā Pou Here.provide leadership in one or two Pou of the current conceptual framework.We recommend all early childhood services use these indicators in their internal evaluations.Īs a starting point for the revision of the indicators, we set up an Academic Experts Panel. These indicators help early childhood services to evaluate and improve what they do. We use the indicators to evaluate early childhood services. These evaluation indicators focus on the things that matter most for children to develop the knowledge, skills and attitudes that support their lifelong learning. Piki ake, kake ake For those who aspire to seek excellence ![]()
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