Improving processual quality in early education and care: Process findings from the evaluation of the Benevolent Society's Partnerships in Early Education program

Abstract

THIS PAPER DESCRIBES THE FACILITATORS and barriers to implementing an attachment-based intervention in early education and care settings, the Partnerships in Early Childhood program (PIEC), based on findings from the process evaluation of its first year of implementation. The paper focuses on four areas: the nature of the partnership and program management; implementation; facilitators and barriers to change; and perceived changes and benefits of the program. PIEC uses existing services as the basis for providing enhanced care to disadvantaged children, and its challenges and successes suggest important lessons for the design and delivery of initiatives to improve the processual quality of care in formal settings.