Dialogical conceptualisations of quality provision for 0–2-year-olds: The perspectives of baby room educators and nursery leaders

Looking through the lens of dialogism, this article seeks to deepen our understanding of how baby room educators and nursery leaders conceptualise quality provision for children aged 0–2 years old in England. Analysing 16 focus group conversations with a total of 207 baby room educators and nursery leaders, it contributes to our understanding of high-quality provision by listening to ‘on the ground’ perspectives and experiences, which are typically scarce in conceptualisations of quality found in the literature. Based on the discussions, we explore how quality is nestled within interactions with babies; how quality is positioned in the environment; and how quality is located within conversations with families. We discuss the tensions that arise both in what and how baby room educators and nursery leaders conceptualise quality, ultimately positioning quality as ongoing, relational, authentic and responsive.