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- Bartolo, Paul A., et al.
(författare)
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An adapted ecosystem model for inclusive early childhood education : a qualitative cross European study
- 2021
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Ingår i: International Journal of School & Educational Psychology. - : Taylor & Francis. - 2168-3603 .- 2168-3611. ; 9:1, s. 3-15
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Tidskriftsartikel (refereegranskat)abstract
- Early intervention for children vulnerable to exclusion is currently focused on the child?s effective inclusion in mainstream early childhood education. There is thus a search for developing a shared understanding of what constitutes quality inclusive preschool provision. This was the aim of a qualitative 3-year (2015?17) study of inclusive settings for children from 3 years to compulsory education across European countries, conducted by the European Agency for Special Needs and Inclusive Education. Data consisted of practitioner descriptions of 32 example inclusive preschools from 28 European countries, and more detailed data collected during short visits to eight of the example settings. Qualitative, thematic analysis identified 25 subthemes representing the perceived constituents of inclusive early childhood education provision. These were organised within a framework that intertwined the structure-process-outcome model with the ecological systems model. The resulting adapted ecosystem model for inclusive early childhood education comprises five dimensions: (1) the inclusive education outcomes, (2) processes, and (3) structural factors within the micro environment of the preschool; and the wider (4) inclusive structural factors at community, and (5) at national levels. The framework can be useful for practitioners as well as researchers and policy makers seeking to improve inclusive early childhood education provision.
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- Bartolo, Paul A., et al.
(författare)
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Ensuring a Strong Start for All Children : Inclusive Early Childhood Education and Care
- 2016
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Ingår i: Implementing Inclusive Education. - : Emerald Group Publishing Limited. - 9781786353887 - 9781786353870 ; , s. 19-35
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities for a quality inclusive Early Childhood Education and Care (ECEC). It first sets out the evidence that quality inclusive ECEC provision is essential for all children to develop their potential and lifelong learning competencies that will ensure their successful participation in school and adult life. It then describes the main international and European policies for inclusive ECEC. A more detailed account is given of the five key principles for action towards improving the quality of ECEC provision developed by the thematic working group of the European Commission (2014) ‘Quality Framework for Early Education and Care’ that are also very similar to those proposed by the OECD (2015) ‘Starting Strong IV’. The concluding section underlines the need to address more strongly the provision of enabling opportunities for accessibility to ECEC of children at risk of exclusion. More importantly, it highlights the need to research and improve not only these children’s presence in ECEC but also their level and quality of active participation and engagement in the social and learning activities of early childhood inclusive provision. The chapter reflects the research and policy development work being undertaken by the European Agency for Special Needs and Inclusive Education in its (2015–2017) project on Inclusive Early Childhood Education (IECE) led by the present authors.
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- Cefai, Carmel, et al.
(författare)
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A resilience curriculum for early years and primary schools in Europe : enhancing quality education
- 2014
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Ingår i: Croatian Journal of Education. - Zagreb : Fac Teacher Education. - 1848-5189. ; 16, s. 11-32
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Tidskriftsartikel (refereegranskat)abstract
- About twenty percent of school children experience social, emotional and behaviour problems during the course of any given year and may need the use of mental health services. The number may rise to up to fifty percent amongst children coming from socio-economically disadvantaged areas and from vulnerable communities. The economic crisis which Europe is undergoing at the moment has exacerbated the risks among those already facing disadvantages such as unemployment of young people and new families, increasing poverty and social disadvantage for the whole communities and regions. These challenges underline the need to equip children from an early age with the requisite skills to help them overcome the challenges and obstacles they are set to face in such circumstances while providing healthy and protective contexts which promote their health and well-being. This paper describes the development of a resilience curriculum for children in early years and primary schools in Europe with the aim of enhancing quality education for all children, including the most vulnerable ones. It presents and discusses the curriculum framework developed from the existing literature, including the key principles, processes and themes underlying the curriculum.
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| 7. |
- Cefai, Carmel, et al.
(författare)
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Social inclusion and social justice : A resilience curriculum for early years and elementary schools in Europe
- 2015
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Ingår i: Journal of Multicultural Education. - Bingley, United Kingdom : Emerald Group Publishing Limited. - 2053-535X. ; 9:3, s. 122-139
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries.Design/methodology/approach: The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students.Findings: The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback.Originality/value: This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.
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