SlideShare a Scribd company logo

Inclusive Early Childhood Education project

The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.

1 of 32
Download to read offline
Inclusive Early Childhood Education
(IECE)
Project Insights and Contributions
Overview of presentation
• The Agency
• The Inclusive Early Childhood Education project overview
o Project activities
o Project practical work
o Project outcomes and outputs
The Agency
• An independent organisation that acts as a platform for collaboration for the
ministries of education in member countries
• Our mission is to help member countries improve their inclusive education policy
and practice for all learners
• Our work is in line with and directly supports international and European Union
policy initiatives on education, equity, equal opportunities and rights for all
learners
• Co-funded by the member countries’ ministries of education and the
European Commission’s Erasmus+ Programme
Position on Inclusive Education Systems
Vision for inclusive education systems…
...all learners of any age are provided with meaningful, high-
quality educational opportunities in their local community,
alongside their friends and peers
Currently
• 31 member countries: Austria, Belgium (Flemish and
French speaking communities), Bulgaria, Croatia, Cyprus, Czech
Republic, Denmark, Estonia, Finland, France, Germany, Greece,
Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg,
Malta, Netherlands, Norway, Poland, Portugal, Serbia, Slovak
Republic, Slovenia, Spain, Sweden, Switzerland and United
Kingdom (England, Northern Ireland, Scotland and Wales)
• Secretariat in Odense, Denmark
• European Liaison office in Brussels, Belgium
Key activities
• Provide information for member countries on their progress and developments
with regards to inclusion
• Thematic projects focusing on priority topics identified by member countries
• Data collection and statistics
• Information dissemination
• Organisation of special events (European Hearings, conferences, thematic
seminars, workshops and meetings)

Recommended

Inclusion in Early Childhood Education
Inclusion in Early Childhood EducationInclusion in Early Childhood Education
Inclusion in Early Childhood EducationChristina Sookdeo
 
Developmentally Appropriate Practice: Knowledge & Application
Developmentally Appropriate Practice: Knowledge & ApplicationDevelopmentally Appropriate Practice: Knowledge & Application
Developmentally Appropriate Practice: Knowledge & Applicationrhondamoorejxn
 
The History of Early Childhood Education
The History of Early Childhood EducationThe History of Early Childhood Education
The History of Early Childhood EducationYati Octavia
 
Social and Emotional Development
Social and Emotional DevelopmentSocial and Emotional Development
Social and Emotional DevelopmentRobert Saculles
 
Types of Early Childhood Curricula by Arianny Calcagno, M.Ed.
Types of Early Childhood Curricula by Arianny Calcagno, M.Ed.Types of Early Childhood Curricula by Arianny Calcagno, M.Ed.
Types of Early Childhood Curricula by Arianny Calcagno, M.Ed.Arianny Calcagno
 
12 Keys to High-Quality Early Childhood Inclusion
12 Keys to High-Quality Early Childhood Inclusion12 Keys to High-Quality Early Childhood Inclusion
12 Keys to High-Quality Early Childhood InclusionBrookes Publishing
 

More Related Content

What's hot

Early Learning Environments
Early Learning EnvironmentsEarly Learning Environments
Early Learning Environmentssusan70
 
Approaches in ece
Approaches in eceApproaches in ece
Approaches in ecemhievhanne
 
Vygotsky's Socio-Cultural Therory
Vygotsky's Socio-Cultural Therory Vygotsky's Socio-Cultural Therory
Vygotsky's Socio-Cultural Therory jasminePasig188
 
Margaret mc millan play as sensory learning
Margaret mc millan play as sensory learningMargaret mc millan play as sensory learning
Margaret mc millan play as sensory learningpinar19
 
Chapter 5 Positive Guidance & Discipline Strategies: Direct Guidance
Chapter 5 Positive Guidance & Discipline Strategies:  Direct GuidanceChapter 5 Positive Guidance & Discipline Strategies:  Direct Guidance
Chapter 5 Positive Guidance & Discipline Strategies: Direct GuidanceMichelle Cottrell
 
Positive guidance and discipline strategies
Positive guidance and discipline strategiesPositive guidance and discipline strategies
Positive guidance and discipline strategiesangelie grace gante
 
Chapter1 The Guidance Tradition
Chapter1 The Guidance TraditionChapter1 The Guidance Tradition
Chapter1 The Guidance TraditionMichelle Cottrell
 
Infant toddler curriculum
Infant toddler curriculumInfant toddler curriculum
Infant toddler curriculumCarla Piper
 
Infants, Toddlers & Caregivers Ch 4
Infants, Toddlers & Caregivers Ch 4Infants, Toddlers & Caregivers Ch 4
Infants, Toddlers & Caregivers Ch 4Michelle Cottrell
 
Theories of Learning and Development
Theories of Learning and Development Theories of Learning and Development
Theories of Learning and Development Pippa Totraku
 
The 15 most influential learning theories in education (a complete summary)
The 15 most influential learning theories in education (a complete summary)The 15 most influential learning theories in education (a complete summary)
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
 
Infants, Toddlers & Caregivers Ch 14
Infants, Toddlers & Caregivers Ch 14Infants, Toddlers & Caregivers Ch 14
Infants, Toddlers & Caregivers Ch 14Michelle Cottrell
 
Integrated curriculum
Integrated curriculumIntegrated curriculum
Integrated curriculumMatt Lyon
 
Vygotsky's Sociocultural Theory of Development
Vygotsky's Sociocultural Theory of DevelopmentVygotsky's Sociocultural Theory of Development
Vygotsky's Sociocultural Theory of DevelopmentGerard Tolero
 
The impact of parental involvement on the children´s education
The impact of parental involvement on the children´s educationThe impact of parental involvement on the children´s education
The impact of parental involvement on the children´s educationWalter Anibal Lema Gualli
 
Bronfenbrenner Ecological Theory
Bronfenbrenner Ecological TheoryBronfenbrenner Ecological Theory
Bronfenbrenner Ecological TheoryCL Montecarlo
 
Module 3 The 3 issues on human development
Module 3   The 3 issues on human developmentModule 3   The 3 issues on human development
Module 3 The 3 issues on human developmentJhai Diocos Maravilla
 
Play based learning
Play based learningPlay based learning
Play based learningSimrit123
 
Quality Outdoor Play Environments
Quality Outdoor Play EnvironmentsQuality Outdoor Play Environments
Quality Outdoor Play Environmentsjaniceaughey
 

What's hot (20)

Early Learning Environments
Early Learning EnvironmentsEarly Learning Environments
Early Learning Environments
 
Approaches in ece
Approaches in eceApproaches in ece
Approaches in ece
 
Vygotsky's Socio-Cultural Therory
Vygotsky's Socio-Cultural Therory Vygotsky's Socio-Cultural Therory
Vygotsky's Socio-Cultural Therory
 
Margaret mc millan play as sensory learning
Margaret mc millan play as sensory learningMargaret mc millan play as sensory learning
Margaret mc millan play as sensory learning
 
Chapter 5 Positive Guidance & Discipline Strategies: Direct Guidance
Chapter 5 Positive Guidance & Discipline Strategies:  Direct GuidanceChapter 5 Positive Guidance & Discipline Strategies:  Direct Guidance
Chapter 5 Positive Guidance & Discipline Strategies: Direct Guidance
 
Positive guidance and discipline strategies
Positive guidance and discipline strategiesPositive guidance and discipline strategies
Positive guidance and discipline strategies
 
Chapter1 The Guidance Tradition
Chapter1 The Guidance TraditionChapter1 The Guidance Tradition
Chapter1 The Guidance Tradition
 
Infant toddler curriculum
Infant toddler curriculumInfant toddler curriculum
Infant toddler curriculum
 
Infants, Toddlers & Caregivers Ch 4
Infants, Toddlers & Caregivers Ch 4Infants, Toddlers & Caregivers Ch 4
Infants, Toddlers & Caregivers Ch 4
 
Theories of Learning and Development
Theories of Learning and Development Theories of Learning and Development
Theories of Learning and Development
 
The 15 most influential learning theories in education (a complete summary)
The 15 most influential learning theories in education (a complete summary)The 15 most influential learning theories in education (a complete summary)
The 15 most influential learning theories in education (a complete summary)
 
Infants, Toddlers & Caregivers Ch 14
Infants, Toddlers & Caregivers Ch 14Infants, Toddlers & Caregivers Ch 14
Infants, Toddlers & Caregivers Ch 14
 
Integrated curriculum
Integrated curriculumIntegrated curriculum
Integrated curriculum
 
Vygotsky's Sociocultural Theory of Development
Vygotsky's Sociocultural Theory of DevelopmentVygotsky's Sociocultural Theory of Development
Vygotsky's Sociocultural Theory of Development
 
Facilitating learnin
Facilitating learninFacilitating learnin
Facilitating learnin
 
The impact of parental involvement on the children´s education
The impact of parental involvement on the children´s educationThe impact of parental involvement on the children´s education
The impact of parental involvement on the children´s education
 
Bronfenbrenner Ecological Theory
Bronfenbrenner Ecological TheoryBronfenbrenner Ecological Theory
Bronfenbrenner Ecological Theory
 
Module 3 The 3 issues on human development
Module 3   The 3 issues on human developmentModule 3   The 3 issues on human development
Module 3 The 3 issues on human development
 
Play based learning
Play based learningPlay based learning
Play based learning
 
Quality Outdoor Play Environments
Quality Outdoor Play EnvironmentsQuality Outdoor Play Environments
Quality Outdoor Play Environments
 

Similar to Inclusive Early Childhood Education project

“Inclusive education is an investment for the future”
“Inclusive education is an investment for the future”“Inclusive education is an investment for the future”
“Inclusive education is an investment for the future”Karel Van Isacker
 
Module 9: Learning from the experience of policy-making Dima course content
Module 9: Learning from the experience of policy-making Dima course contentModule 9: Learning from the experience of policy-making Dima course content
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
 
City learning centres
City learning centresCity learning centres
City learning centresguest1b23025
 
Tt introduction to-ttc - english[1]
Tt   introduction to-ttc - english[1]Tt   introduction to-ttc - english[1]
Tt introduction to-ttc - english[1]projetosinclusao
 
improvement through Research in the Inclusive Classroom
improvement through Research in the Inclusive Classroomimprovement through Research in the Inclusive Classroom
improvement through Research in the Inclusive ClassroomNuria de Salvador
 
Green simple-article-school-newsletter
Green simple-article-school-newsletterGreen simple-article-school-newsletter
Green simple-article-school-newsletterAGGELIKI KARANASIOU
 
01 noc dit strategy on student engagement 2012-15 for library meeting tcd,...
01   noc dit strategy on student engagement 2012-15  for library meeting tcd,...01   noc dit strategy on student engagement 2012-15  for library meeting tcd,...
01 noc dit strategy on student engagement 2012-15 for library meeting tcd,...CONUL Teaching & Learning
 
Lesson 3 Making Schools Inclusive.pptx
Lesson 3 Making Schools Inclusive.pptxLesson 3 Making Schools Inclusive.pptx
Lesson 3 Making Schools Inclusive.pptxFelisitoRecaros
 
Presentation of the ISLE Network @ the SPDECE 2012 Symposium
Presentation of the ISLE Network @ the SPDECE 2012 SymposiumPresentation of the ISLE Network @ the SPDECE 2012 Symposium
Presentation of the ISLE Network @ the SPDECE 2012 SymposiumVassilis Protonotarios
 
Collaborating in the development of learning literacies
Collaborating in the development of learning literaciesCollaborating in the development of learning literacies
Collaborating in the development of learning literaciesSEDA
 
ESUD-CIESUD2023_Ossiannilsson2023.pdf
ESUD-CIESUD2023_Ossiannilsson2023.pdfESUD-CIESUD2023_Ossiannilsson2023.pdf
ESUD-CIESUD2023_Ossiannilsson2023.pdfEbba Ossiannilsson
 
2021 researchcolloqium south africa_22september2021_ossiannilsson_final
2021 researchcolloqium south africa_22september2021_ossiannilsson_final2021 researchcolloqium south africa_22september2021_ossiannilsson_final
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
 

Similar to Inclusive Early Childhood Education project (20)

Raising the Achievement of all Learners in Inclusive Education project
Raising the Achievement of all Learners in Inclusive Education projectRaising the Achievement of all Learners in Inclusive Education project
Raising the Achievement of all Learners in Inclusive Education project
 
Organisation of provision to Support Inclusive Education project
Organisation of provision to Support Inclusive Education projectOrganisation of provision to Support Inclusive Education project
Organisation of provision to Support Inclusive Education project
 
“Inclusive education is an investment for the future”
“Inclusive education is an investment for the future”“Inclusive education is an investment for the future”
“Inclusive education is an investment for the future”
 
Module 9: Learning from the experience of policy-making Dima course content
Module 9: Learning from the experience of policy-making Dima course contentModule 9: Learning from the experience of policy-making Dima course content
Module 9: Learning from the experience of policy-making Dima course content
 
Clc Project Copy
Clc Project   CopyClc Project   Copy
Clc Project Copy
 
City learning centres
City learning centresCity learning centres
City learning centres
 
Tt introduction to-ttc - english[1]
Tt   introduction to-ttc - english[1]Tt   introduction to-ttc - english[1]
Tt introduction to-ttc - english[1]
 
improvement through Research in the Inclusive Classroom
improvement through Research in the Inclusive Classroomimprovement through Research in the Inclusive Classroom
improvement through Research in the Inclusive Classroom
 
Green simple-article-school-newsletter
Green simple-article-school-newsletterGreen simple-article-school-newsletter
Green simple-article-school-newsletter
 
Roles and responsibilities of inclusive school leaders within the ecosystem o...
Roles and responsibilities of inclusive school leaders within the ecosystem o...Roles and responsibilities of inclusive school leaders within the ecosystem o...
Roles and responsibilities of inclusive school leaders within the ecosystem o...
 
01 noc dit strategy on student engagement 2012-15 for library meeting tcd,...
01   noc dit strategy on student engagement 2012-15  for library meeting tcd,...01   noc dit strategy on student engagement 2012-15  for library meeting tcd,...
01 noc dit strategy on student engagement 2012-15 for library meeting tcd,...
 
Lesson 3 Making Schools Inclusive.pptx
Lesson 3 Making Schools Inclusive.pptxLesson 3 Making Schools Inclusive.pptx
Lesson 3 Making Schools Inclusive.pptx
 
Embedding Research
Embedding ResearchEmbedding Research
Embedding Research
 
Teacher Education for Inclusion project
Teacher Education for Inclusion projectTeacher Education for Inclusion project
Teacher Education for Inclusion project
 
Presentation of the ISLE Network @ the SPDECE 2012 Symposium
Presentation of the ISLE Network @ the SPDECE 2012 SymposiumPresentation of the ISLE Network @ the SPDECE 2012 Symposium
Presentation of the ISLE Network @ the SPDECE 2012 Symposium
 
Financing Policies for Inclusive Education Systems project outcomes
Financing Policies for Inclusive Education Systems project outcomesFinancing Policies for Inclusive Education Systems project outcomes
Financing Policies for Inclusive Education Systems project outcomes
 
Dbai presentation
Dbai presentationDbai presentation
Dbai presentation
 
Collaborating in the development of learning literacies
Collaborating in the development of learning literaciesCollaborating in the development of learning literacies
Collaborating in the development of learning literacies
 
ESUD-CIESUD2023_Ossiannilsson2023.pdf
ESUD-CIESUD2023_Ossiannilsson2023.pdfESUD-CIESUD2023_Ossiannilsson2023.pdf
ESUD-CIESUD2023_Ossiannilsson2023.pdf
 
2021 researchcolloqium south africa_22september2021_ossiannilsson_final
2021 researchcolloqium south africa_22september2021_ossiannilsson_final2021 researchcolloqium south africa_22september2021_ossiannilsson_final
2021 researchcolloqium south africa_22september2021_ossiannilsson_final
 

More from European Agency for Special Needs and Inclusive Education (6)

Infographic: Changing the Role of Specialist Provision to Support Inclusive E...
Infographic: Changing the Role of Specialist Provision to Support Inclusive E...Infographic: Changing the Role of Specialist Provision to Support Inclusive E...
Infographic: Changing the Role of Specialist Provision to Support Inclusive E...
 
Policy for preventing school failure within the ecosystem of inclusive educat...
Policy for preventing school failure within the ecosystem of inclusive educat...Policy for preventing school failure within the ecosystem of inclusive educat...
Policy for preventing school failure within the ecosystem of inclusive educat...
 
European Agency Statistics on Inclusive Education (EASIE) 2020 Presentation
European Agency Statistics on Inclusive Education (EASIE) 2020 PresentationEuropean Agency Statistics on Inclusive Education (EASIE) 2020 Presentation
European Agency Statistics on Inclusive Education (EASIE) 2020 Presentation
 
Presentation: Inclusive Education Across Europe
Presentation: Inclusive Education Across EuropePresentation: Inclusive Education Across Europe
Presentation: Inclusive Education Across Europe
 
Guidelines for Accessible Information
Guidelines for Accessible InformationGuidelines for Accessible Information
Guidelines for Accessible Information
 
ICT for Inclusion project
ICT for Inclusion projectICT for Inclusion project
ICT for Inclusion project
 

Recently uploaded

MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...SABC News
 
2024-02-24_Session 1 - PMLE_UPDATED.pptx
2024-02-24_Session 1 - PMLE_UPDATED.pptx2024-02-24_Session 1 - PMLE_UPDATED.pptx
2024-02-24_Session 1 - PMLE_UPDATED.pptxgdgsurrey
 
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.Florence Dayana
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...Nguyen Thanh Tu Collection
 
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptxBIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptxRAVEESHAD
 
Odontogenesis and its related anomiles.pptx
Odontogenesis and its related anomiles.pptxOdontogenesis and its related anomiles.pptx
Odontogenesis and its related anomiles.pptxMennat Allah Alkaram
 
Discussing the new Competence Framework for project managers in the built env...
Discussing the new Competence Framework for project managers in the built env...Discussing the new Competence Framework for project managers in the built env...
Discussing the new Competence Framework for project managers in the built env...Association for Project Management
 
Mycobacteriology update 2024 Margie Morgan.ppt
Mycobacteriology update 2024 Margie Morgan.pptMycobacteriology update 2024 Margie Morgan.ppt
Mycobacteriology update 2024 Margie Morgan.pptMargie Morgan
 
Permeation enhancer of Transdermal drug delivery system
Permeation enhancer of Transdermal drug delivery systemPermeation enhancer of Transdermal drug delivery system
Permeation enhancer of Transdermal drug delivery systemchetanpatil2572000
 
2.27.24 Malcolm X and the Black Freedom Struggle.pptx
2.27.24 Malcolm X and the Black Freedom Struggle.pptx2.27.24 Malcolm X and the Black Freedom Struggle.pptx
2.27.24 Malcolm X and the Black Freedom Struggle.pptxMaryPotorti1
 
The basics of sentences session 6pptx.pptx
The basics of sentences session 6pptx.pptxThe basics of sentences session 6pptx.pptx
The basics of sentences session 6pptx.pptxdeputymitchell2
 
EmpTech Lesson 7 - Online Creation Tools, Platforms, and Applications for ICT...
EmpTech Lesson 7 - Online Creation Tools, Platforms, and Applications for ICT...EmpTech Lesson 7 - Online Creation Tools, Platforms, and Applications for ICT...
EmpTech Lesson 7 - Online Creation Tools, Platforms, and Applications for ICT...liera silvan
 
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS method.pptx
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS  method.pptxADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS  method.pptx
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS method.pptxAKSHAYMAGAR17
 
Unit 5th topic Drugs used in congestive Heart failure and shock.pdf
Unit 5th topic Drugs used in congestive Heart failure and shock.pdfUnit 5th topic Drugs used in congestive Heart failure and shock.pdf
Unit 5th topic Drugs used in congestive Heart failure and shock.pdfSUMIT TIWARI
 
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...i3 Health
 
Successful projects and failed programmes – the cost of not designing the who...
Successful projects and failed programmes – the cost of not designing the who...Successful projects and failed programmes – the cost of not designing the who...
Successful projects and failed programmes – the cost of not designing the who...Association for Project Management
 
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdfA Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdfOH TEIK BIN
 
Kartik Nair In Media Res Media Component
Kartik Nair In Media Res Media ComponentKartik Nair In Media Res Media Component
Kartik Nair In Media Res Media ComponentInMediaRes1
 
Can Brain Science Actually Help Make Your Training & Teaching "Stick"?
Can Brain Science Actually Help Make Your Training & Teaching "Stick"?Can Brain Science Actually Help Make Your Training & Teaching "Stick"?
Can Brain Science Actually Help Make Your Training & Teaching "Stick"?Aggregage
 
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
 

Recently uploaded (20)

MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
 
2024-02-24_Session 1 - PMLE_UPDATED.pptx
2024-02-24_Session 1 - PMLE_UPDATED.pptx2024-02-24_Session 1 - PMLE_UPDATED.pptx
2024-02-24_Session 1 - PMLE_UPDATED.pptx
 
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
 
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptxBIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
 
Odontogenesis and its related anomiles.pptx
Odontogenesis and its related anomiles.pptxOdontogenesis and its related anomiles.pptx
Odontogenesis and its related anomiles.pptx
 
Discussing the new Competence Framework for project managers in the built env...
Discussing the new Competence Framework for project managers in the built env...Discussing the new Competence Framework for project managers in the built env...
Discussing the new Competence Framework for project managers in the built env...
 
Mycobacteriology update 2024 Margie Morgan.ppt
Mycobacteriology update 2024 Margie Morgan.pptMycobacteriology update 2024 Margie Morgan.ppt
Mycobacteriology update 2024 Margie Morgan.ppt
 
Permeation enhancer of Transdermal drug delivery system
Permeation enhancer of Transdermal drug delivery systemPermeation enhancer of Transdermal drug delivery system
Permeation enhancer of Transdermal drug delivery system
 
2.27.24 Malcolm X and the Black Freedom Struggle.pptx
2.27.24 Malcolm X and the Black Freedom Struggle.pptx2.27.24 Malcolm X and the Black Freedom Struggle.pptx
2.27.24 Malcolm X and the Black Freedom Struggle.pptx
 
The basics of sentences session 6pptx.pptx
The basics of sentences session 6pptx.pptxThe basics of sentences session 6pptx.pptx
The basics of sentences session 6pptx.pptx
 
EmpTech Lesson 7 - Online Creation Tools, Platforms, and Applications for ICT...
EmpTech Lesson 7 - Online Creation Tools, Platforms, and Applications for ICT...EmpTech Lesson 7 - Online Creation Tools, Platforms, and Applications for ICT...
EmpTech Lesson 7 - Online Creation Tools, Platforms, and Applications for ICT...
 
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS method.pptx
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS  method.pptxADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS  method.pptx
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS method.pptx
 
Unit 5th topic Drugs used in congestive Heart failure and shock.pdf
Unit 5th topic Drugs used in congestive Heart failure and shock.pdfUnit 5th topic Drugs used in congestive Heart failure and shock.pdf
Unit 5th topic Drugs used in congestive Heart failure and shock.pdf
 
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
 
Successful projects and failed programmes – the cost of not designing the who...
Successful projects and failed programmes – the cost of not designing the who...Successful projects and failed programmes – the cost of not designing the who...
Successful projects and failed programmes – the cost of not designing the who...
 
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdfA Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
 
Kartik Nair In Media Res Media Component
Kartik Nair In Media Res Media ComponentKartik Nair In Media Res Media Component
Kartik Nair In Media Res Media Component
 
Can Brain Science Actually Help Make Your Training & Teaching "Stick"?
Can Brain Science Actually Help Make Your Training & Teaching "Stick"?Can Brain Science Actually Help Make Your Training & Teaching "Stick"?
Can Brain Science Actually Help Make Your Training & Teaching "Stick"?
 
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
 

Inclusive Early Childhood Education project

  • 1. Inclusive Early Childhood Education (IECE) Project Insights and Contributions
  • 2. Overview of presentation • The Agency • The Inclusive Early Childhood Education project overview o Project activities o Project practical work o Project outcomes and outputs
  • 3. The Agency • An independent organisation that acts as a platform for collaboration for the ministries of education in member countries • Our mission is to help member countries improve their inclusive education policy and practice for all learners • Our work is in line with and directly supports international and European Union policy initiatives on education, equity, equal opportunities and rights for all learners • Co-funded by the member countries’ ministries of education and the European Commission’s Erasmus+ Programme
  • 4. Position on Inclusive Education Systems Vision for inclusive education systems… ...all learners of any age are provided with meaningful, high- quality educational opportunities in their local community, alongside their friends and peers
  • 5. Currently • 31 member countries: Austria, Belgium (Flemish and French speaking communities), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland and United Kingdom (England, Northern Ireland, Scotland and Wales) • Secretariat in Odense, Denmark • European Liaison office in Brussels, Belgium
  • 6. Key activities • Provide information for member countries on their progress and developments with regards to inclusion • Thematic projects focusing on priority topics identified by member countries • Data collection and statistics • Information dissemination • Organisation of special events (European Hearings, conferences, thematic seminars, workshops and meetings)
  • 7. Inclusive Early Childhood Education (IECE) (2015-2017)
  • 8. The IECE Project Aims: “To identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.” Target group: Preschool education for children from 3 years to primary education. Participants: • 28 countries/64 experts (a practitioner and researcher) • Project Advisory Group • In co-operation with: EU Commission, Eurydice, OECD, UNESCO, International Society on Early Intervention
  • 9. Project Activities – Data collected • A literature and policy review • Descriptions of example IECE settings (32 from 28 countries) • Case study visits to 8 examples in different countries • Country questionnaire on national policy and practice • The development of a Self-Reflection Tool for review of IECE settings • The adaptation of an Ecosystem Model of IECE for planning, implementing, and reviewing IECE provision. • A project web area on the Agency’s website: www.european- agency.org/agency-projects/inclusive-early-childhood-education
  • 10. Added Value of IECE Project based on new conceptualisaton of Quality in IECE Project developed a new way of framing the definition of quality in IECE through the combination of three existing quality frameworks: • Structure-process-outcome framework (e.g. OECD, 2009; European Commission, 2014); • Ecological systems framework (Bronfenbrenner & Morris, 2006; Odom et al., 2004). • Inclusive education framework (European Agency, 2015).
  • 11. Structure-process-outcome framework • Structures: conditions in IECE setting, surrounding community, region and country, that influence the quality of children’s experiences (e.g. staff qualifications) • Processes: all interactions of children with the staff, peers and the physical environment of the IECE that have a direct impact on their wellbeing, engagement and learning. • Outcomes: the impact that the structures and processes have on the children’s wellbeing, engagement and learning.
  • 12. Ecological systems framework Considers complex evolving influences on children arising from their interactions and interrelations between them and all the surrounding systems • in the IECE setting/home (Micro-systems) • community (Meso-systems) and • region/country (Macro-systems).
  • 13. Inclusive Education framework The project also assumed that quality early childhood provision needs to be characterised as an inclusive system as described in the Agency position paper: The ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high‐quality educational opportunities in their local community, alongside their friends and peers (European Agency, 2015, p. 1).
  • 14. Main Project Value Added Outcomes/Contributions towards the improvement of quality IECE 1. Demonstrated how an inclusive vision can ensure high-quality early childhood education services that benefit all children through enabling each child’s belongingness, engagement and learning. 2. Adapted an Ecosystem Model of Inclusive Early Childhood Education to support collaborative policy, research and practice in the planning, implementation, and review of IECE provision. 3. Developed a Self-Reflection Tool to support practitioners to review their service’s quality in terms of the inclusiveness of the physical, social and other learning environments it offers to children and families.
  • 15. Ecosystem Model of Quality IECE • Inspired by combination of three frameworks: • Structure-process-outcome framework (e.g. OECD, 2009). • Ecological systems framework (Bronfenbrenner & Morris, 2006; Odom et al., 2004). • Inclusive education framework (European Agency, 2015). • Grounded in the project data. • Sets out the key factors of quality IECE in five dimensions within three ecological system levels. • Enables collaboration among policy makers, researchers and practitioners.
  • 16. Dimension 1: Inclusion OUTCOMES IECE practitioners worked towards the goal of enabling each child to belong – be a valued member of the group, to be engaged in regular activities, and to acquire relevant learning. Child Belongingness Engagement & Learning
  • 17. Dimension 1: Inclusion Outcomes (cont …) Practitioners underlined that children differ in many ways. It is essential to attend to each child’s progress, rather than the absolute levels of competence achieved by any individual. Examples welcome and value each child within a creative, supportive learning community, where everyone belongs and enjoys positive relationships with both the staff and peers. Child Belongingness Engagement & Learning
  • 18. Dimension 1: Inclusion outcomes (cont…) All children are invited and enabled to: • use their strengths; • exercise their curiosity and self-direction; • make choices, particularly in play; • express interests and goals and engage in problem-solving accordingly; • be motivated for and engage in valued activities alongside and in interaction with their peer group, with guidance and relevant support as necessary. Child Belongingness Engagement & Learning
  • 19. Dimension 2: Processes within the setting Personalised Assessment for Learning Child-Centered Approach Positive Social Interaction Involvement in Daily Activities Accommodation/ Adaptations and Support Children are directly involved in these five processes that enable them to belong, to be engaged and to learn Child Belongingness Engagement & Learning
  • 20. Dimension 3: Structures within the setting Collaboration Inclusive Leadership Cultural Responsiveness Appropriate Staff Qualification Family Involvement Holistic Curriculum for All Welcome for Each Child Environment for All Children Personalised Assessment for Learning Child-Centered Approach Positive Social Interaction Involvement in Daily Activities Accommodations/ Adaptations and Support Child Belongingness Engagement & Learning
  • 21. Collaboration Inclusive Leadership Cultural Responsiveness Appropriate Staff Qualification Holistic Curriculum for All Welcome for Each Child Environment for All Children Child Belongingness Engagement & Learning Personalised Assessment for Learning Child-Centered Approach Positive Social Interaction Involvement in Daily Activities Accommodations/A daptations and Support Family Involvement Relevant In-Service Training Community Commitment Inter- Disciplinary/ Inter-Agency Co-operation Smooth Transitions Dimension 4: Structures within the community
  • 22. Personalised Assessment for Learning Child- Centred Approach Rights-Based Approach Welcome for Each Child Positive Social Interaction Child Belongingness, Engagement and Learning Accommodations Adaptations and Support Involvement in Daily Activities Family Involvement Inclusive Leadership Environment For All Children Appropriate Staff Qualification Monitoring and Evaluation Smooth Transitions Good Governance and Funding Community Commitment Relevant In-Service Training Initial Teacher Education for IECE Mainstream Access for All Cultural Responsiveness National Curriculum Standards Inter-Disciplinary/ Inter-Agency Co-operation Holistic Curriculum for All Collaboration Research on IECE Personalised Assessment for Learning Child- Centred Approach Dimension 5: Structures at regional/national level
  • 23. Recommendations within the model e.g. To ensure that children’s active participation and learning in IECE becomes a main goal of IECE provisions, policy-makers should: 1.Support local IECE providers to reach out pro-actively to children and families and listen to their voices. 2.Create the conditions for IECE settings to secure not only children’s attendance, but also their engagement once they are there.
  • 24. Model links micro provisions to macro policy E.g. Access issues: ‘Rights-based approach’ essential for regional/national policy-makers (outer circle) to legislate and fund entitlement of all learners to access mainstream provision; but also highlights that same attitude is essential for leadership and practitioners at IECE setting level to ensure ‘Welcome’ and accommodation for all children and families in the community. Staff quality: Initial teacher education for IECE may be primarily a regional/ national responsibility (outer circle in the Figure). On the other hand, the employment of qualified staff and their continuing up-skilling is more closely linked to the responsibilities of IECE settings (inner circle in the Figure).
  • 25. Model clarifies different types and levels of family involvement • Examples of enhancing children’s engagement in meaningful learning by involving parents within the IECE outdoor and indoor setting (in the first circle). • In addition, examples worked with families in the community (second circle).
  • 26. Development of a Self-Reflection Tool • Early in the project, there was a need for a tool that all professionals and staff could use to reflect on their setting’s inclusiveness. • Inspiration for the observation tool from well-established instruments on inclusion in early childhood education environment. • Aimed to provide a snapshot of the environment from the perspective of the IECE project’s key question: “What are the main characteristics of quality inclusive early childhood education settings for all children?” • Used during site-visits in inclusive early childhood education settings in eight countries.
  • 27. Focus of the Self-Reflection Tool • The focus of this self-reflection tool is on increasing the capacity of inclusive early childhood education environments to enable the participation of all children, in the sense of attending and being actively engaged in activities and interaction. • Engagement is defined as being actively involved in everyday activities of the setting, and is the core of inclusion. It is closely related to learning and to the interaction between the child and the social and physical environment.
  • 28. Content of the Self-Reflection Tool Eight aspects are addressed in the tool: Each aspect is covered by a set of questions that require a qualitative response. • Overall welcoming atmosphere • Inclusive social environment • Child-centered approach • Child-friendly physical environment • Materials for all children • Opportunities for communication for all • Inclusive teaching and learning environment • Family friendly environment
  • 29. Validation of the Self-Reflection Tool A validation process was performed in three steps: • An expert panel (25 European experts in IECE) used and reflected on the observation tool (OT)at the final site visit. • Focus groups to validate the Self-Reflection Tool as appropriate and useful for the review of IECE environments were conducted by researchers and graduate students in three European Universities. • Individual cognitive interviews to explore the extent to which practitioners, leaders of pre-schools, parents, academic staff consider the tool comprehensive and culturally appropriate.
  • 30. Uses of the tool The self-reflection tool may be used for a number of purposes: (a) to provide a picture of the state of inclusiveness in the setting; (b) to serve as a basis for discussions about inclusion; (c) to describe, formulate and prioritise areas for improvement in inclusive practice. The tool can be used flexibly, is being published in all EU languages, and is expected to be used by IECE settings across Europe.
  • 31. Project Outputs Publications: • Agency summary of literature on inclusive early childhood education • Inclusive Early Childhood Education: An analysis of 32 European examples • Inclusive Early Childhood Education Project: Final Summary Report • Inclusive Early Childhood Education Environment Self-Reflection Tool Other electronic documents • 8 separate Case study visit reports • 32 separate Country Reports on national policy and practice in IECE
  • 32. Contact www.european-agency.org European Agency for Special Needs and Inclusive Education Østre Stationsvej 33, DK-5000 Odense C, Denmark secretariat@european-agency.org Tel: +45 64 41 00 20

Editor's Notes

  1. Overview of presentation The European Agency The ‘Raising Achievement’ (RA) project overview Project activities Project practical work Project outcomes and outputs
  2. The Agency An independent organisation that acts as a platform for collaboration for the ministries of education in member countries Our mission is to help member countries improve their inclusive education policy and practice for all learners Our work is in line with and directly supports international and European Union policy initiatives on education, equity, equal opportunities and rights for all learners Co-funded by the member countries’ ministries of education and the European Commission’s Erasmus+ Programme
  3. The Agency member countries’ shared ultimate vision for inclusive education systems is that ...all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers
  4. Currently… 30 member countries: Austria, Belgium (Flemish and French speaking communities), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland and United Kingdom (England, Northern Ireland, Scotland and Wales) Secretariat in Odense, Denmark European Liaison office in Brussels, Belgium
  5. Key activities Provide information for member countries on their progress and developments with regards to inclusion Thematic projects focusing on priority topics identified by member countries Data collection and statistics Information dissemination Organisation of special events (European Hearings, conferences, thematic seminars, workshops and meetings)
  6. ‘Raising the Achievement of all Learners in Inclusive Education’ (2014–2017)
  7. Special schools having to role of ensuring learners’ rights: - In the past the right to ed. Now the right to mainstream ed.
  8. Contact www.european-agency.org European Agency for Special Needs and Inclusive Education Østre Stationsvej 33, DK-5000 Odense C, Denmark secretariat@european-agency.org Tel: +45 64 41 00 20