Психолого-педагогически индикатори за оценка на качеството на услугите за институционална грижа през ранното детство
Psychological and Pedagogical Indicators for Evaluating the Quality of Institutional Care Services During Early Childhood

Summary/Abstract: In the past years, the definition of crèches as organizational structures where medical and other specialists rear and educate children from three months to three years has lost its adequacy, given the results of studies in the field of early childhood and care. The arguments in this direction are not just surveys and confirming the role of prenatal development, but also the dominating approach for lifelong learning, popular as “learning from the cradle to the grave.” This naturally leads to rethinking the status of the crèche in the system of institutional care; improving public services for early childhood development; clarifying the role of the institutions in this process; implementation of cross-sectoral cooperation in order to achieve a broad consensus for employing a more integrated approach towards children during this period. The article presents results from an efficiency survey of the early childhood service quality framework and comments on the current state of early institutional care for children aged up to three years.

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