According to Bertram et al. ( That said, at the moment of drafting this report, the ECEC quality assurance system had not addressed factors such as staff performance, children’s wellbeing, parental satisfaction and value for money. In the same way, while curriculum guidance provided referred to useful elements (such as areas of learning and/or activities, learning objectives, learning outcomes, assessment of learning and development and learning contexts and/or environments), it did not include pedagogical approaches or national guidelines to support the transition into pre-primary education (Bertram et al.,