Abstract
This article presents the results of an assessment of the Quality of Infant Education done in the Seville area. Quality was defined in structural and process variables. Structural variables were the ratio, group size and training of teachers; process variables included classroom quality, assessed with the ECERS scale (Harms and Clifford, 1980), and educational practices, observed with OAP (Palacios and Lera, 1991). The sample was composed of 59 preschool units of five-year-old children. Data show a description of the structural and process variables of quality, the interrelations between both sets of variables, and differences in the quality of provisions offered by public and private sectors. The results indicate a general low quality of care and that there is a need for further improvement in the quality of day-care provision.
Published Version
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