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Unit 6: Quality Assurance and Control

catchphrase ‘the importance of the early years’ has now become a call to arms: it is recognised Notes
worldwide that we must provide the best possible services to young children and their families.
However, there is not universal agreement as to what constitutes best possible early childhood
services. Understandings of quality are value-based and change as values change. (Childcare
Resource and Research Unit 2004).
Understandings are also different across cultures, religions, contexts and the person or group
making the judgment. Myers (2004, p.19) argues that ‘different cultures may expect different
kinds of children to emerge from early educational experience and favour different strategies to
obtain those goals’. There is not a universal definition of quality: in different times and places
different kinds of practices are valued as high quality.
Despite this, within the Western world, professionals assume at least a basic common
understanding. The European Commission Childcare Network attempted to define these
commonalities and came up with 40 quality targets. Analysing the literature from a range of
European countries, Myers (2004) argues there is consensus around quality components including
safety, good hygiene, good nutrition, appropriate opportunities for rest, quality of opportunity
across diversity, opportunities for play, opportunities for developing motor, social, cognitive
and language skills, positive interactions with adults, support of emotional development, and
the provision of support for positive peer interactions. However, performance indicators
identifying how these principles play out in practice differ in different contexts and with different
levels of expectations and resources.
What is clear is that quality is multidimensional, complex and multi-theoretical. Single indicators
of quality are ineffective, as quality outcomes for children are found to relate to a complex
interplay of many different factors. In this context of complexity and uncertainty, researchers
attempt to measure quality, and states attempt to regulate for quality care. Research tools
measuring quality tend to focus on particular theoretical approaches to learning, for example
the developmentally appropriate practice approach. At state level, regulations are introduced
addressing certain easily measured aspects of care. There is general agreement that where
regulations are strict, quality is enhanced and outcomes for children are better, so the assumption
remains that regulations must be doing some good. O’Kane (2005) agrees, arguing that
regulations contribute to enhancing quality practice, but they are not solely responsible as there
are a number of other factors coming into play.
S.No. Quality Description
Dimensions
1. Performance A product’s primary operating characteristics. For example, in
a television set performance means sound and picture clarity,
color, and the ability to receive distant stations. In services,
such as airlines, performance often means prompt service.
2. Features The bells and whistles of a product – the secondary aspect of
performance. Examples include free drinks on a plane.
3. Reliability The probability of a products surviving over a specified
period of time under stated conditions of use.
4. Conformance The degree to which physical and conformance characteristics
of product match pre-established standards. Example is the
tolerances on machined parts.
5. Durability The amount of use one gets from a product before it
physically deteriorates or until is replacement is preferable.
6. Serviceability The speed, courtesy, and competence of repair. It refers to
how readily and easily the product is repaired when it fails.

Contd...
7. Aesthetics How a product looks, feels, sounds, tastes or smells. This is
clearly a matter of personal judgement, and will vary from
one customer to another.

8. Perceived Subjective assignment resulting from image, advertising, or
LOVELY PROFESSIONAL UNIVERSITY 183
quality brand names. Consumers do not always have complete
information about a product or service. A product’s
durability, for example, cannot be readily observed-it must be
inferred from various tangible and intangible aspects of the
product. In this case, images, advertising, and brand names –
inferences about quality rather than the reality itself – can be
critical. The customer impression of quality is the essence of
perceived quality.