Enlarging the view. A model to integrate the indicator framework approach to the situational perspective of children's learning to promote quality in ecec services

In this contribution it is proposed a critical framework, based on Basil Bernstein’s theory, for two aims: a) criticizing some tendencies in the Indicator Frameworks for the evaluation of the quality of Early Childhood Education and Care services (ECEC), which rely mainly on measures of the structural and processual characteristics of the educational settings. However, the processual dimensions are reduced to their individual components, overlooking the complex and contingent interactions that create opportunities for learning; b) proposing a critical framework, based on Basil Bernstein’s theory to analyze the different child-centered approaches to ECEC.