ABSTRACT
This chapter introduces a new perspective on defining educational quality by equally emphasizing all the different proponents and components: the families in their cultural complexities (not just focusing on parents), the child in transition, the children in the institution (which are grossly neglected by current approaches), the space, especially the emotional spatial qualities and the geographic and contextual embeddedness of the institution. Respecting all these factors must lead to a multiplicity of individual conceptions, replacing the one size fits all model.
