Investigation of Quality Discourse and Meaning-Making Discourse in Early Childhood Education and Care

Kayina Abudurexiti; Roberta Mineo

doi:10.31637/epsir-2024-1495

Authors

Kayina Abudurexiti University of Modena and Reggio Emilia https://orcid.org/0009-0009-5284-9165
Roberta Mineo University of Modena and Reggio Emilia https://orcid.org/0000-0001-5418-3875

DOI:

https://doi.org/10.31637/epsir-2024-1495

Keywords:

Reforms, Beyond quality, Quality measurements, Preschool education, Documentation

Abstract

Introduction: This article examines the evolving discourses of quality and meaning-making in Early Childhood Education and Care (ECEC), addressing the limitations and strengths of both top-down and bottom-up approaches. Methods: The discussion is based on evaluating the arguments in the book “Beyond Quality in Early Childhood Education and Care” (Beyond Quality). Literature search was conducted on relative topics to further elaborate and support the discussion. Relative topics includes: ECEC quality, top-down and bottom-up approach, and documentation. Results: Quality measurements have been extensively utilized to define and assess childcare standards, often through a top-down system driven by experts and policymakers. Conversely, Beyond Quality advocates for a bottom-up approach through a meaning-making discourse, which emphasizes local decision-making based on pedagogical practices and teacher dialogues. The article challenges both discourses, arguing that neither can independently transform educational systems effectively. The article proposes an integration of documentation and empirical quality measures to bridge ECEC quality research and practices. Discussion: The present study suggests that a redirection is needed for both ECEC quality research and meaning making to promote an effective ECEC reform with a synthesis research method.

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Author Biographies

Kayina Abudurexiti, University of Modena and Reggio Emilia

PhD student in the University of Modena and Reggio Emilia. PhD fellow in Reggio Children Foundation. PhD guest at the University of Trento. Visiting scholar at the University of Drexel. Research Master’s Degree in Child Development and Education, at the University of Amsterdam and a Bachelor’s Degree in Applied Psychology at Sun-Yet-Sen University.

Roberta Mineo, University of Modena and Reggio Emilia

Tenured academic at the University of Modena and Reggio Emilia, Department of Humanities, serving as chair of the International Relations committee. Teaching Clinical Psychology, Psychodynamics of Family Relations, and Group Processes. Program Chair of the PhD in Reggio Childhood Studies, leading all introductory seminars for the first-year doctoral candidates, since its opening. Visiting Professor at NYU Law School. Co-chair of the scientific program at the International Association of Group Psychotherapy Congress in 2025. Co/editor in chief of the scientific journal Forum for Group Psychotherapy and Processes. Designer of international conferences, NGOs' advisor, and researcher at educational institutions. She has published on mental health, group dynamics and creativity, teen dating violence, documentation in the Reggio Approach, space and psychoanalysis.

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