This project has been built as a response to current national demand to bring ECE into scrutiny after years of consistent investment in the field. Malta at al (2011; 2012) and Bhering at al (2013; 2014) have developed research that emphasizes the need for immediate ECE quality improvement in the Brazilian context.
The assessment research included 87 ECE public centers in a Brazilian city, that is, 293 pre-schools and 96 crèches classrooms that were assessed by fully trained observers to work with ECERS-R and ITERS-R. Results have mainly suggested that improvement is needed in processes of curriculum implementation, care routines, materials, toys and equipment access.
Through that research, a monitoring system was built in partnership with the local public ECE workers, and its main objective was to follow public policies and practices and to develop strategies to improve education quality. The monitoring system includes five dimensions, which are: access, demand, coverage; children profile and attendance; human resources; building and material resources; pedagogical practice.
The information sources include existing ECE data base, directors’ and teachers’ questionnaires and external observation, involving actively the institution staff. The monitoring system aims at identifying if policies are fully and well implemented: environments are adequate and well maintained for all children; material, equipment and toys are available in the classrooms; good quality educational interactions are developed; teachers’ practice and planning are adequate.
