EDITORIAL.

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Most of the articles in this issue reflect on some aspect of the training of workers involvedin the education and care of young children. It is an area which has attracted considerableattention over the last few years, as more and more governments seek to improve theeducational standards of the population at large and, with international organisations arerecognising the need to attach special importance to the education of young children and theirfamilies.

Research has demonstrated that quality educational programmes in the early years can havebeneficial long term effects upon the child's schooling in later life. Studies have shown thatnot only children's subsequent academic performance is affected, but quality early childhoodeducation can also have long term, lasting social benefits, leading to a decrease in antisocialbehaviours, such as vandalism and petty crime and a lowering of unwanted pregnancies infemales. It also appears that when the educational programmes involve the families, especiallythe mothers, closely, then there is an even greater chance that the programmes win havebeneficial effects on the children.

From close inspection of the various educational programmes, it appears that an those whichare successful have one particular ingredient in common and that is the training given to theworkers.

In all countries where early childhood education is valued, policy makers are aware of theimportance of providing opportunities for and training programmes which, give teachers andothers a sound underpinning knowledge of child development and the principles of earlychildhood education.

However, quality programmes require more than academic knowledge and the ability to relatetheory to practice. Early childhood workers must have a strong commitment to their work andpersonal qualities which enable them to foster the overall development of young children, inwhatever environment they find themselves. Several articles in this issue consider thenecessity for self reflection and evaluation by workers in the field. Brandt has demonstratedhow performance can be improved when staff , through self criticism, are able to ridthemselves of restrictive practices and face their true role as educators. Other articles fromPoland and UK stress the importance of communication and the need for early childhoodworkers to be articulate, to have a clear idea of goals in order to impart their ideas topoliticians, the general public and to parents and fellow professionals.

Quality provision can only be attained and maintained if personnel are of a high calibre, ableto reflect on their performance and modify their behaviour in the light of circumstances,however seemingly unfavourable these may appear to be. Many people in many spheres ofinfluence are searching for an answer to the question "What is quality education ?" In this andthe following issue of this Journal, we hope to contribute to the debate in a positive way.

Audrey Curtis.

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