Measuring Teacher Quality: Listening to Young Children in Singapore

Early childhood research and policy are focusing increasingly on issues of ‘quality’ in early childhood education. Much of the focus, however, has been on adult-generated notions of quality, with little attention being devoted to children's own views of their experience in early childhood settings. Conducted in the context of early childhood education in Singapore, this research seeks to contribute children's own insights into their experience in two early childhood classrooms in Singapore. Informed by the sociology of childhood conceptualisation of child competence, the research methodology draws upon contemporary approaches to researching with children. The findings of this study were generated by beginning with the understanding that young children have the competence to articulate their ideas using a range of symbolic literacies. They formed views and constructed theories about their preschool experiences, in particular about teachers, and give a clear indication of what constitutes good quality in this domain. This study calls for those engaged with children, particularly teachers, to act upon the contributions offered by this group of children to the understanding of quality.