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Promoting the quality of early care and education (ECE) is a central goal of state and national initiatives aimed at supporting children’s early learning and healthy development. Given these investments, program administrators, policymakers and researchers alike are interested in understanding how quality improvement activities can best target changes in practice that will support children’s development and can be sustained over time across a wide range of programs.

Advances in the science of improvement offer ECE a new framework for thinking about approaches to quality improvement. While some of the specific methods derived from improvement science have generated dialogue and investments in pockets of the ECE field, these methods are not yet widespread in practice.