ABSTRACT

The Investigating Quality (IQ) Project was conceptualized as a multiple systems approach to transforming early childhood education, care, and development (ECE/ECD) in British Columbia, Canada. Those systems extended from provincial government to local programs, from innovative policies to new approaches to practice. Fortunately, the tenure of the IQ project (16 years in 2021) allowed time for research and scholarly work to take place that ranged from comparative policy analysis to analyses of frontline practice authored by practitioners as well as academics, and from innovations in ECE post-secondary education to the study of environmental and equity issues within the Anthropocene. The IQ project’s publication outlets included international scholarly journals as well as provincial and national ECE association journals. Among the scholarly works were many that commenced as master’s theses and doctoral dissertations, themselves opening up new avenues of study. While key inspirations for the IQ Project (including Indigenous initiatives in Canada) predate and lie outside the initial, early 1990s foci of the U.S.-initiated ECE Reconceptualist movement (RECE), later international RECE, as well as Reggio-Emilia, Swedish/Reggio, and Aotearoa/New Zealand Te Whariki scholarly literatures, are kindred spirits for IQ articles, chapters, and books.

摘要

调查质量 (IQ) 项目被概念化为在加拿大不列颠哥伦比亚省转变幼儿教育、保育和发展 (ECE/ECD) 的多系统方法。这些系统从省级政府扩展到地方项目，从创新政策扩展到新的实践方法。幸运的是，IQ 项目的任期（2021 年为 16 年）为研究和学术工作提供了时间，从比较政策分析到从业者和学者撰写的一线实践分析，以及欧洲经委会后的创新。中等教育到人类世内环境和公平问题的研究。IQ 项目的出版渠道包括国际学术期刊以及省和国家 ECE 协会期刊。学术著作中有许多以硕士论文和博士论文的形式开始，它们本身开辟了新的研究途径。虽然 IQ 项目（包括加拿大的土著倡议）的主要灵感早于 1990 年代初期美国发起的 ECE 重新概念主义运动 (RECE)、后来的国际 RECE 以及瑞吉欧-艾米利亚、瑞典/瑞吉欧和 Aotearoa/新西兰 Te Whariki 学术文献，是智商文章、章节和书籍的志同道合的精神。