Meta-thematic analysis of quality in early childhood education and care

High-quality early childhood education and care (ECEC) significantly impacts children's development and future success, benefiting individuals, society, and the economy. Despite widespread recognition of its importance, a consensus on defining and measuring ECEC quality remains elusive. Existing research reveals diverse perspectives on quality factors, influenced by cultural values, national policies, and stakeholder priorities. This study aims to synthesize findings from qualitative research on ECEC quality to identify key indicators and contextual influences. By integrating stakeholder perspectives, the study seeks to create a comprehensive framework for understanding and evaluating ECEC quality, acknowledging the complexities of defining quality across various cultural and educational contexts. The lack of a universally accepted definition of quality in ECEC hinders the development of consistent assessment tools and policy objectives at both national and international levels. This study addresses this gap by systematically reviewing qualitative studies, thereby offering a more nuanced understanding of ECEC quality that considers context-specific factors.

The concept of quality in ECEC is multifaceted and varies depending on the perspective of the observer (parents, children, teachers, administrators, etc.). Several studies have attempted to define quality using structural and process approaches. Structural approaches focus on readily measurable aspects like physical environment, teacher-child ratios, and staff qualifications. Process approaches focus on interactions, pedagogical techniques, and children's experiences. However, these approaches often lack consideration for contextual factors such as cultural values, beliefs, and national policies. Ecological theory, learning theory, and sociocultural perspectives offer alternative frameworks for understanding ECEC quality, highlighting the interplay of various systems and their impact on child development. Existing quality measurement tools, like MELQO, aim to provide standardized assessments, but their cross-cultural validity requires further investigation. The need for a consensus-based definition of quality in ECEC is crucial for system-level feedback, policy development, and international comparisons.

This study employed a meta-thematic analysis of 14 qualitative or mixed-methods research papers on ECEC quality published in English or Turkish between 2014 and 2022. The papers were selected from Web of Science, ERIC, Scopus, and EBSCO databases based on specific inclusion criteria: focus on ECEC quality, publication in peer-reviewed journals, use of qualitative or mixed-methods, and inclusion of raw data supporting findings. Two researchers independently screened studies, with discrepancies resolved through discussion. Data analysis involved a three-stage inductive approach: 1) independent content analysis by two researchers to identify codes and themes; 2) synthesis of codes into themes; and 3) a final meeting among researchers to establish consensus on themes and develop second-level syntheses. Triangulation, detailed documentation, and support from existing literature were used to ensure validity and reliability. The analysis integrated findings from diverse geographical regions and stakeholder groups, examining ECEC quality through various theoretical lenses.

The meta-thematic analysis revealed 16 quality indicators categorized into 15 themes: professional competence of teachers; interaction with children; physical conditions and opportunities; in-school relationships and shared values; in-school policies and procedures; family support and communication; educational outcomes; professional development of teachers; teaching-learning process; curriculum; professional competence of school administrators; personal characteristics of teachers; personnel; classroom atmosphere; and educational philosophy. These themes were further synthesized into five overarching themes: child-centeredness; teacher qualifications; culture and atmosphere of ECEC center; holistic development; and leadership. The study also highlighted three key contextual factors influencing quality perception: cultural values and beliefs; the degree of centralization of the education system; and stakeholder expectations. Cultural values shape the definition and interpretation of quality, influencing expectations for educational goals, teaching methods, and interactions. The degree of centralization in the education system impacts the flexibility of curricula and the structure of educational processes. Stakeholder expectations vary greatly, shaping perceptions of quality based on their individual perspectives and priorities.

The findings provide a comprehensive framework for understanding and evaluating ECEC quality, addressing the need for a more nuanced approach that considers both structural and process factors, as well as contextual influences. The synthesis of 16 quality indicators into five overarching themes provides a practical tool for assessing and improving ECEC quality across different settings. The identification of contextual factors highlights the importance of tailoring ECEC practices to meet specific cultural and educational contexts. The study's emphasis on holistic development underscores the importance of considering all aspects of child development in ECEC, not just academic achievements. The study’s emphasis on the importance of leadership in fostering a positive ECEC environment underscores the crucial role of effective management in achieving high-quality outcomes. The findings can inform policy development, program design, and teacher training, contributing to improvements in ECEC practices worldwide.

This meta-thematic analysis provides a robust framework of 16 quality indicators and 5 key themes for understanding and evaluating ECEC quality. The research highlights the significance of contextual factors, emphasizing the need for culturally sensitive and contextually relevant approaches. Future research could investigate the relative importance of the identified quality indicators across different contexts, examine the interrelationships between the identified themes, and develop assessment tools based on the framework presented in this study. This study underscores the importance of a holistic, multi-faceted, and context-aware approach to ECEC quality, paving the way for more effective policies and practices to support optimal child development.

The study is limited by the inclusion of only papers published in English or Turkish, potentially overlooking relevant research in other languages. The limited number of studies focusing on the perspectives of specific stakeholder groups, such as ECEC leaders, may also limit the generalizability of the findings. Future research could address these limitations by including studies from a wider range of languages and by incorporating diverse stakeholder perspectives.