□ Public concern over the quality of child care has risen in recent years, deepening the distrust of child care centers. To assure parents of their children’s safety and well-being at care facilities, consistent and full access to the operations of centers must be guaranteed. Based on this openness, parental participation should be encouraged in regards to the decision-making process on care quality as well as active parent-teacher interaction to devise programs that could help children develop essential future skills. It is also important that the detailed results of center evaluations are placed in the public domain to enable the evaluation and accreditation system to contribute to enhancing the quality of child care. Furthermore, teachers should be provided with training programs.
- In response to the growing concerns over the quality of child care, the government has consistently increased the number of public centers and mandated evaluations and accreditation.
- If local public and accredited centers had sufficient placements and parents were satisfied with the quality of care, mothers would more likely use child care and continue their careers.
- According to an analysis of the Korean Longitudinal Survey of Women and Families, an increase in the capacity ratio of local public and accredited child care centers has no impact on maternal employment and use of child care facilities.
- Every child deserves good quality care at any type of facility.
- In Norway and the Netherlands, parents are guaranteed involvement in center operations to improve qualitative transparency, and evaluations are not only diagnostic tools but opportunities to enhance the capabilities of both teachers and parents.
- At the same time, ECEC programs prioritize the children’s development and happiness and are designed to flexibly provide various programs that meet educational needs in consultation with teachers and parents.
- Only when parents have access to budgetary details and consistently observe the quality of care can they substantially participate in the decisions over quality.
- The ‘Curriculum and interaction’ and ‘Care environment’ categories are classified as care practices. As such, abstract evaluations will not be able to motivate centers to seek improvements.
- The evaluation reports for these categories must contain detailed descriptions of child care practices and their meaning from the perspective of child development.
- Child care centers should be provided with consultation services and leadership training for managing staff if teachers exhibit varying abilities in executing care programs.
- As parental participation becomes more active, programs may overly emphasis the faster acquisition of knowledge.
- Problem-solving skills, a key future ability, can be developed when children voluntarily engage in activities that spark their interests, communicate with others in this process and then apply their experiences to real life.
- To consistently support children’s self-directed learning at home and at the center, parents and teachers must actively communicate with each other and build a consensus on the ideal care program and operation.
- If a program demands more resources than what is subsidized by the government and additional support from the parents, the operations committee can hold deliberations to decide on raising the fees.