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Section II Commentary: "The Eyes of the Beholders"

Central to an evaluative judgment is the discernment of quality (Stake, 1997). And quality is nearly universally recognized as multi-faceted, complex, contextual, and dynamic. Some dimensions of quality are criterial, that is, referenced to external standards, norms, or requirements in a given field (Stake and Schwandt, forthcoming). Regulatory requirements regarding resources, “staff-child ratios, per child square meters of the facilities, ... health and safety factors” in Icelandic playschools (from Einarsdottir, this volume) and teachers’ normative beliefs in the importance of “developmentally appropriate practice” for young children (from Lee and Walsh, this volume) are both examples of quality criteria for early childhood education programs. Other dimensions of quality are experiential, intrinsic to and enacted within the program’s activities and interactions themselves. Icelandic children’s understandings of what they learn in playschool and their valued experiences of playing and being with other children (from Einarsdottir), as well as US preschool teachers’ enactments of their beliefs in facilitating children’s independent explorations and free choices of what activities to pursue (from Lee and Walsh) can be examples of internal dimensions of quality revealed only in experiential enactment.