Samenvatting

Self-assessment is increasingly used in childcare, which requires reflection on its goals and validity. In the current mixed-methods study, we investigated stakeholders’ views on the aims, possible risks and content validity of self-assessment in the context of centre-based childcare (ECEC and afterschool care) in the Netherlands. As part of a sequential strategy, we organised focus groups with stakeholders (Phase 1) to explore expert opinions, followed by a national survey (Phase 2). Self-assessment is considered appropriate to evaluate quality, to compare the outcomes against a quality standard and to monitor minimum quality requirements. Furthermore, self-assessment could facilitate self-reflection of educators, provide support for coaches, facilitate managers in monitoring quality and provide a local view on quality. Stakeholders emphasized broadening the content (adding indicators for inclusion, contextual quality, citizenship and digital media) of the self-assessment. Our study shows that there is a shared foundation for assessing the pedagogical quality of Dutch childcare through self-assessment.