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2 EVALUATION PROCESS IN
EEL/DQP
The evaluation of quality of early learning in the
scope of EEL/DQP requires obtaining a considerable
amount of data through several techniques, includ-
ing detailed observations of children and adults, inter-
viewing parents, practitioners and children, documen-
tary analysis and others. This complex and somewhat
subjective process requires well-trained teachers and
researchers. In particular, the EEL/DQP initiative de-
fines a four phase/thirteen steps procedure, compris-
ing:
1. Evaluation
1.1. Initial preparation
1.2. Initial data gathering
1.3. Interviews
1.4. Child Tracking Observation Schedule
1.5. Child Involvement Scale
1.6. Adult Engagement Scale
1.7. Development of evaluation report
2. Action planning
2.1. Development of the action plan
3. Development
3.1. Document and support the implementation of
the action plan
3.2. Child Involvement Scale, following the same
procedure from 1.5
3.3. Adult Engagement Scale, following the same
procedure from 1.6
4. Reflection
4.1. Reflection on the impact of the plan in the fu-
ture
4.2. Final report
Data is gathered and systematically organized in
research portfolios, that will be used in a cyclic pro-
cess of thinking-do-thinking to research and create
change (Mesquita-Pires, 2012). This process is en-
hanced by the utilization of observation techniques
which measure the effectiveness of the learning and
teaching processes, such as the Child Tracking Ob-
servation Schedule (step 1.4), to gain a snapshot of
the childs day and providing information of learning
experiences (Bertram and Pascal, 2006), the Child In-
volvement Scale (step 1.5), an observation technique
which measures the level of a childs involvement in
an activity, the Adult Engagement Scale (step 1.6), to
evaluate the interaction between the practitioner and
the child (Laevers, 1994).
2.1 EEL/DQP Procedure
The EEL/DQP overall procedure follows the four
phases described above. It starts by an initial orien-
tation of the work to be performed, in which all the
process is prepared and all the participants informed
in detail. Initial data gathering follows, where the in-
stitution is characterized, including the interior and
exterior spaces, its education philosophy, the differ-
ent learning activities, and others.
The third step includes performing interviews
with the dean, staff (about 50 %), children (20%), and
parents (20%). It is very important that all the stake-
holders are well informed and have a full understand-
ing of the process. The teacher records the interviews
and take notes of key phrases, to support the written
report. In the end, access to interview transcripts must
be given to participants.
2.1.1 Child Tracking Observation Schedule
The fourth step requires an observation process, using
the Child Tracking Observation Schedule (CTOS),
with the main purpose of understanding the child’s
daily routine. This technique gives information about
the learning experiences, the level of choice, child
involvement, the group organization and interaction
with adults.
In broad terms, this step starts by choosing a set of
children, considering gender, ethnicity, age, and oth-
ers. Each child is observed two sets of two times, with
each session in a different day. In other words, each
child is observed four times, where each observation
should not last longer than 5 minutes. The details are
registered in a specific form (Figure 1).
2.1.2 Child Involvement Scale
The Child Involvement Scale (CIS) seeks to under-
stand the learning outcomes and the underlying pro-
cesses. Essentially, it gathers information about the
participation in activities and projects, thus giving in-
dicators of concentration and motivation as well as of
satisfaction.
High levels of motivation reveals that the children
are truly interested and driven to engage in the activ-
ity. The impressions and experiences obtained by a
motivated child are very strong, assuming an influ-
ence that will not occur otherwise. High level of in-
volvement also results in a high level of satisfaction.
Children spontaneously take initiatives to get into this
particular state. This is also achieved through the in-
terest that the children have to discover or explore.
The concept of involvement refers to the human
quality (visible in children and adults) characterized
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