Cross-cultural Comparison of Greece’s and Quebec’s ECEC Systems
DOI:
https://doi.org/10.7577/njcie.6407Nøgleord:
Early childhood education and care systems, ECEC quality, Cross-cultural comparison, Science of difference, Greece, QuebecResumé
This study examines the historical, structural, pedagogical, and process-related factors that shape early childhood education and care (ECEC) systems in Greece and Quebec. Using a comparative approach grounded in the science of difference, we analyze how systemic influences translate into everyday practices and outcomes. The results indicate that, although both regions share an holistic child development objective, they differ markedly in terms of structural coherence, the roles assigned to educators, pedagogical orientations, and process quality. Greece is characterized by fragmented structures and uneven quality, particularly in childcare services, whereas Quebec benefits from centralized regulation but faces challenges related to workforce instability. The study highlights that quality in ECEC is a cultural and contextual construct and provides insights for policy development, curriculum design, and international debates on early education.
Downloads
Referencer
Anders, Y., & Oppermann, E. (2024). Frühpädagogische qualität in kindertageseinrichtungen: Eine erweiterung des struktur-prozess-modells. Zeitschrift für Erziehungswissenschaft, 27(2), 551–577. https://doi.org/10.1007/s11618-024-01218-7
Arnett, J. (1989). Caregivers in day-care centers: Does training matter? Journal of Applied Developmental Psychology, 10(4), 541–552. https://doi.org/10.1016/0193-3973(89)90026-9
Auger, G., & Lamothe, R. (1981). De la poêle à frire à la ligne de feu: La vie quotidienne des Québécoises pendant la guerre ’39-’45. Boréal Express.
Ball, J., & Macasaquit, M. (2023). Culture and early childhood education. In Encyclopedia on Early Childhood Development. Retrieved October 2, 2024, from https://www.child-encyclopedia.com/culture/according-experts/culture-and-early-childhood-education
Bereday, G. Z. F. (1964). Comparative method in education. Holt, Rinehart and Winston.
Bourgon, L., & Lavallée, C. (2013). Échelle d’observation de la qualité éducative. Les services de garde en pouponnière. Gouvernement du Québec.
Bray, M., & Thomas, R. M. (1995). Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses. Harvard Educational Review, 65(3), 472–490. https://doi.org/10.17763/haer.65.3.g3228437224v4877
Broadfoot, P. (1999). Comparative education for the 21st century: Retrospect and prospect. Comparative Education, 35(2), 163-177. https://doi.org/10.1080/03050060050129036
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child psychology (Vol. 1, 6th ed., pp. 793–828). John Wiley & Sons.
Carlson, H. L., & Stenmalm, l. (1989). A cross-cultural study of parents' perceptions of early childhood programs. Early Childhood Research Quarterly, 4(4), 505-522. https://doi.org/10.1016/0885-2006(89)90006-9
Couturier, E.-L., & Hurteau, P. (2016). Les services de garde au Québec: Champ libre au privé. L’Institut de recherche et d’informations socioéconomiques.
Cowen, R. (2006). Acting comparatively upon the educational world: Puzzles and possibilities. Oxford Review of Education, 32(5), 561–573. https://doi.org/10.1080/03054980600976155
Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation (3rd ed.). Routledge.
Downer, J. T., Booren, L. M., Hamre, B. K., Pianta, R. C., & Williford, A. P. (2012). InCLASS Observation: Pre-K coding Manual. CASTL, Curry School of Education.
Eckhardt, A. G., & Egert, F. (2020). Predictors for the quality of family child care: A meta-analysis. Children and Youth Services Review, 116, 1‑13. https://doi.org/10.1016/j.childyouth.2020.105205
Edwards, S. (2021). Process quality, curriculum and pedagogy in early childhood education and care. OECD Directorate for Education and Skills. https://doi.org/10.1787/eba0711e-en
Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401‑433. https://doi.org/10.3102/0034654317751918
Eliason, S. (2018). Comparing early childhood education and care cross culturally. In Boyd, M. & Eliason, S. (Eds.). Comparing Early Education and Care Programs and Policies Globally. Creative Commons Attribution NonCommercial ShareAlike. Retrieved October 2, 2024 from https://pressbooks.pub/ridetopark/
Engel, A., Barnett, W. S., Anders, Y., & Taguma, M. (2015). Early childhood education and care policy review: Norway. OECD publishing.
European Commission/EACEA/Eurydice. (2025). Key data on early childhood education and care in Europe – 2025. Eurydice report. Publications Office of the European Union.
Eurydice. (2024, June 21). Quality assurance. Eurydice. https://eurydice.eacea.ec.europa.eu/national-education-systems/austria/quality-assurance
Fitriani, S. (2022). A rights-based approach to education: Promising approach for quality education. European Journal of Humanities and Educational Advancements, 3(2), 62-67.
Foucault, K. (1982). The subject and power. Critical Inquiry, 8, 777-795. https://doi.org/10.1086/448181
Gouvernement du Québec. (2024, August 8). Entrepôt de données ministériel: Système Charlemagne. http://www1.education.gouv.qc.ca/charlemagne/index.asp
Harms, T., Clifford, R. M., & Cryer, D. (2014). Early childhood environment rating scale (ECERS-3) (3rd ed.). Teachers College Press.
Hu, B. Y., Wu, Z., Winsler, A., Wu, Y., & Fan, X. (2021). Teacher–child interaction and preschoolers’ learning behavior in China: A piecewise growth model. Early Education and Development, 32(5), 677–694. https://doi.org/10.1080/10409289.2020.1798719
Institut de la statistique du Québec. (2022). Enquête québécoise sur l’accessibilité et l’utilisation des services de garde 2021: Portrait statistique. Gouvernement du Québec.
Joint Ministerial Decision 41087. (2017). Πρότυπος κανονισμός λειτουργίας δημοτικών παιδικών και βρεφονηπιακών σταθμών [Standard regulation for the operation of municipal childcare centres and infant/child centres]. Government Gazette, 4249/B/05.12.2017.
Joint Ministerial Decision 13646/Δ1. (2023). Πρόγραμμα σπουδών για την προσχολική εκπαίδευση [Curriculum for preschool education]. Government Gazette, 687/B/10.02.2023.
Kluczniok, K., & Roßbach, H.-G. (2014). Conceptions of educational quality for kindergartens. Zeitschrift Für Erziehungswissenschaft, 17(6), 145–158. https://doi.org/10.1007/s11618-014-0578-2
Lachapelle, J., Brunson, L., Bernard, E., Roy Vallieres, M., Breault, C., & Bigras, N. (2025). Le modèle Processus-Personne-Contexte-Temps (PPCT) de Bronfenbrenner: Un cadre pour opérationnaliser l’étude de la qualité éducative. In Construire le sens de la qualité éducative en petite enfance (pp. 57–76). Presses de l’Université du Québec.
Lachapelle, J., Roy-Vallières, M., Gagné, A., & Lemay, L. (2025). Les langages de l’évaluation de la qualité éducative. In Construire le sens de la qualité éducative en petite enfance (pp. 79–101). Presses de l’Université du Québec.
Lalonde-Graton, M. (2002). Des salles d’asile aux centres de la petite enfance: La petite histoire des services de garde au Québec. Presses de l’Université du Québec.
Law 4397. (1929). Περί στοιχειώδους εκπαιδεύσεως [About elementary education]. Government Gazette 309 / A / 24.8.1929.
Law 4264. (2014). Άσκηση εμπορικών δραστηριοτήτων εκτός καταστήματος και άλλες διατάξεις [Exercise of commercial activities outside the shop and other provisions]. Government Gazette, 118/A/15.05.2014.
Levickis, P., Cloney, D., Roy-Vallières, M., & Eadie, P. (2023). Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language? Early Education and Development, 0(0), 1–20. https://doi.org/10.1080/10409289.2023.2193857
Loi Sur Les Services de Garde Éducatifs à l’enfance, S-4.1.1 (2022).https://www.legisquebec.gouv.qc.ca/fr/document/lc/s-4.1.1#se:5_1
Loi sur l’instruction publique, Pub. L. No. I-13.3 (2023). https://www.legisquebec.gouv.qc.ca/fr/document/lc/i-13.3/20231207#se:22_0_1
Mathieu, S., & Tremblay, D.-G. (2020). Évolution et transformation de la politique familiale québécoise depuis 1997. Enfances Familles Générations, 35. https://journals.openedition.org/efg/10356
Megalonidou, C. (2020) The quality of early childhood education and care services in Greece. International Journal of Child Care and Education Policy, 14(9). https://doi.org/10.1186/s40723-020-00074-2
Ministère de la Famille. (2019). Accueillir la petite enfance: Programme éducatif pour les services de garde du Québec. Gouvernement du Québec
Ministère de l’Éducation du Québec. (2023). Programme-cycle de l’éducation préscolaire (2nd ed.). Gouvernement du Québec.
National Institute of Child Health and Human Development [NICHD]. (2002). Child-care structure-process-outcome: Direct and indirect effects of child-care quality on young children’s development. Psychological Science, 13(3), 199‑206. https://doi.org/10.1111/1467-9280.00438
OECD. (2012). Starting Strong III. A Quality Toolbox for Early Childhood Education and Care. OECD.
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Paquette, A., Lehrer, J., & Bigras, N. (2016). L’image de l’enfant de l’approche de Reggio Emilia et du programme éducatif Accueillir la petite enfance du Québec. Revue canadienne des jeunes chercheures et chercheurs en éducation, 7(2), 89–96.
Penderi, E., Chlapana, E., Meliou, K., Filippidi, A., & Marinatou, T. (2022). Curriculum for early childhood education – Expanded version (2nd ed.). Institute of Educational Policy.
Petrogiannis, K. (2002). Greek day care centres’ quality, caregivers’ behaviour and children’s development. International Journal of Early Years Education, 10(2), 137-148. https://doi.org/10.1080/09669760220142015
Proulx, N. (2024). La qualité éducative offerte à des groupes d’enfants en centres de la petite enfance ayant adopté l’approche piklérienne: Etude de cas multiples [Doctoral dissertation]. Université du Québec à Montréal.
Règlement sur les services de garde éducatifs à l’enfance, Pub. L. No. S-4.1.1, a. 106 (2024).
Rentzou, K. (2010). Using ACEI global guidelines assessment to evaluate the quality of early child care in Greek settings. Early Childhood Education Journal, 38(1), 75-80. https://doi.org/10.1007/s10643-010-0382-4
Rentzou, K. (2012). Quality of care and education provided by Greek day care centres: An approach from researcher’s and early childhood educators’ perspective. Early Child Development and Care, 182(10), 1335-1348. https://doi.org/10.1080/03004430.2011.615927
Rentzou, K. (2015). Reflections on the quality of the dichotomous early childhood education and care system in Greece. Childhood Education, 91(4), 250-258. https://doi.org/10.1080/00094056.2015.1069153
Rivard, C., Pelletier, C., & Fortin, A. (2024). Qualité des services de garde éducatifs à l’enfance. Audit de performance. Vérificateur général du Québec.
Rossbach, H.-G., Blaurock, S., Grosse, C., Kluczniok, K., Kuger, S., Lehrl, S., & Smidt, W. (2024). Quality of learning environments in early childhood. In S. Weinert, H.-G. Rossbach, J. von Maurice, H.-P. Blossfeld, & C. Artelt (Eds.), Educational processes, decisions, and the development of competencies from early preschool age to adolescence: Findings from the BiKS cohort panel studies (pp. 55–90). Springer.
Roy-Vallières, M., Charron, A., Lachapelle, J., Beaudry, H. et Tremblay, M.-M. (in press). La qualité des interactions adulte-enfants: revue narrative des recherches à l’éducation préscolaire 4 ans au Québec. Revue canadienne des jeunes chercheures et chercheurs en éducation
Ruopp, R. (1979). Children at the center: Summary findings and their implications. Abt Associates.
Schriewer, J. (2000). Comparative education methodology in transition: Towards a science of complexity? In A. Hayhoe & J. Pan (Eds.), Knowledge across cultures: A contribution to dialogue among civilizations (pp. 3-32). Comparative Education Research Centre.
Slot, P. L. (2018). Structural characteristics and process quality in early childhood education and care: A literature review. OECD Education Working Papers, 176. https://doi.org/10.1787/edaf3793-en
Slot, P. L., Leseman, P. P., Verhagen, J., & Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, 64‑76. https://doi.org/10.1016/j.ecresq.2015.06.001
Sousa, D., & Moss, P. (2022) Concluding reflections: Current issues and future directions for comparative studies in early childhood education. Comparative Education, 58(3), 402-416. https://doi.org/10.1080/03050068.2022.2071018
UNESCO. (2016). Global education monitoring report: Education for people and planet. UNESCO.
UNICEF Canada. (2020). Worlds apart: Canadian companion to UNICEF report card 16. UNICEF Canada.
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Copyright (c) 2026 Konstantina Rentzou, Maude Roy-Vallières, Lise Lemay
Dette værk er under følgende licens Creative Commons Navngivelse (by).
Declaration on copyright
- The author/s will keep their copyright and right of reproduction of their own manuscript, with the work simultaneously licensed under a Creative Commons Attribution License, but give the journal a permanent right to 1) present the manuscript to the public in the original form in which it was digitally published and 2) to be registered and cited as the first publication of the manuscript.
- The author itself must manage its financial reproduction rights in relation to any third-parties.
- The journal does not provide any financial or other remuneration for contributions submitted.
- Readers of the journal may print the manuscripts presented under the same conditions that apply to reproduction of a physical copy. This means that mass reproduction of physical copies or production of copies for commercial purposes is not permitted without the agreement of the author/s.
