reflective statement

Quality in early childhood settings
Introduction
The learning process in the early stage has a strong impact on future learning, this investment is formed and results in more productivity in the later learning stage of children. Children acquire basic life skills in the early childhood stage like cooperation, creativity, persistence, and problem-solving.
Many studies have shown that evaluations and quality measurements of many early childhood settings ensure a positive impact on a child's development. To provide high-quality standards, the providers increase the cost which becomes unaffordable to low-income families. The increasing cost might reduce the coverage of ECEC. While under low-quality provisions, children suffer problems in social, and development problems. Under high-quality ECEC centers, children perform better in literacy and mathematics. The use of an education program predicts process quality with medium effect size, while professional development activities strongly predict process quality.
According to Burchinal et al., 2009; OECD, 2009, the minimum standards of ECEC ensure conditions of learning like staff qualification, duration, and curriculum.
Quality in ECEC
ECEC stands for Early Childhood Education and Care. ECEC quality includes structural and process qualities necessary for a child's development. Process quality means the day-to-day experience of children under ECEC settings and includes physical, social, emotional, and instructional aspects of their activities. It also includes their interactions with the teachers and peers.
Structural characteristics of ECEC are group size, student-teacher ratio, and qualifications of the teacher. The potential benefits for people and society depend upon process quality, while structural quality regulates the national curriculum and is an important factor in the macroeconomic costs of ECEC. Various features of the ECEC program influence the child's development.
Group size and student-teacher ratio
The student-teacher ratio is the main factor ensuring frequent meaningful interactions in high-quality learning...