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Inclusive Early Childhood Education project
The Inclusive Early Childhood Education (IECE) project aims to enhance quality inclusive education for children aged three to the start of primary education across 31 member countries. It encompasses a comprehensive analysis of educational structures, processes, and outcomes, focusing on various ecological systems to improve engagement and learning. The project has developed resources such as a self-reflection tool for practitioners and produced reports summarizing best practices and national policies related to inclusive education.
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Inclusive Early Childhood Education project
- 1. Inclusive Early ChildhoodEducation (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 • Anindependent 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 InclusiveEducation 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 membercountries: 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 • Provideinformation 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 ChildhoodEducation (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 ofIECE 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 Considerscomplex 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 Theproject 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 ValueAdded 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 ofQuality 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: InclusionOUTCOMES 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: InclusionOutcomes (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: Inclusionoutcomes (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 withinthe 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: Structureswithin 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 forAll 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 EachChild 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 themodel 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 microprovisions 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 differenttypes 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 aSelf-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 theSelf-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 theSelf-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 theSelf-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 thetool 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: • Agencysummary 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 forSpecial Needs and Inclusive Education Østre Stationsvej 33, DK-5000 Odense C, Denmark [email protected] Tel: +45 64 41 00 20
Editor's Notes
- #3 Overview of presentation The European Agency The ‘Raising Achievement’ (RA) project overview Project activities Project practical work Project outcomes and outputs
- #4 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
- #5 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
- #6 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
- #7 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)
- #8 ‘Raising the Achievement of all Learners in Inclusive Education’ (2014–2017)
- #30 Special schools having to role of ensuring learners’ rights: - In the past the right to ed. Now the right to mainstream ed.
- #33 Contact www.european-agency.org European Agency for Special Needs and Inclusive Education Østre Stationsvej 33, DK-5000 Odense C, Denmark [email protected] Tel: +45 64 41 00 20