Standpoints on quality: Listening to children in Verona, Italy

A groundbreaking study reveals that young children in Verona, Italy, prioritize their relationships with teachers as a key indicator of quality in early childhood education. By employing the mosaic approach—combining photography, mapping, and conversations—the research challenges adult-centric definitions of educational quality, instead centering children's perspectives on moral, ethical, and social justice dimensions. This method underscores young children's competence to articulate their experiences symbolically, advocating for their contributions to be integral in shaping policies and practices. The findings carry significant implications for educators and policymakers, urging a shift toward more inclusive, child-driven approaches to early learning environments.

Harcourt, D., & Mazzoni, V. (2012). Standpoints on quality: Listening to children in Verona, Italy. Australasian Journal of Early Childhood, 37(2), 19–26. https://doi.org/10.1177/183693911203700204