Assessing the Charter for Non-Formal Early Childhood Education and Care Services in the Dutch Context

Abstract

This study assessed the Charter for quality for European non-formal Early Childhood Education and Care (ECEC) within the Dutch context. Despite an increased recognition of quality in ECEC, there is a need for a quality framework for non-formal ECEC to enhance accessibility and quality for disadvantaged families. The Charter, developed by International Child Development Initiatives (ICDI), outlines six quality principles: access, connectedness, staff, curriculum, monitoring and evaluation, and governance and funding. Content and construct validity were tested in community-focused urban Dutch ECEC using a mixed-methods approach. Qualitative data were gathered through semi-structured interviews with professionals and caregivers (n=6) and analyzed using grounded theory and thematic analysis. Quantitative data were collected through surveys (n=49), and the results were used for Explorative Factor Analyses of seven and three factors. The combined results revealed several themes. First, they illustrate how Dutch national regulations can hinder quality improvement in ECECs. Second, a gap was identified between ideals and practice regarding inclusivity and parental involvement. Finally, the central role of staff education and well-being was confirmed, revealing links to other process and structural quality indicators. The findings suggest that while the Charter provides a promising foundation, further refinement is necessary to address the specific needs and challenges of Dutch community-focused ECEC. This study emphasizes the necessity for more flexible quality frameworks to improve accessibility and inclusivity in (non-formal) ECEC.