2 research outputs found
Inclusive early childhood education : literature review
This literature review on Early Childhood Education (ECE)/Inclusive Early Childhood
Education (IECE) is part of the ‘Inclusive Early Childhood Education’ project, conducted by
the European Agency for Special Needs and Inclusive Education. The project’s overall goal
is to identify and analyse the factors that enable quality and effective pre-primary
programmes for all children in inclusive early years settings.
This review shows that international organisations and the European Union (EU) regard
high-quality ECE/IECE as an essential foundation for lifelong learning. It is indispensable
for success in modern knowledge-based economies. Participation in high-quality pre-
primary education has long-lasting positive effects on children’s development and the
benefits are greater for children from a disadvantaged background (Frawley, 2014). In
many cases, the early childhood stage is critical because many children’s different needs
are detected once they become part of the education system. Therefore, one EU
benchmark in the strategic framework for European co-operation in education and
training (ET 2020) is that at least 95% of children between the age of four and compulsory
school age should participate in ECE.
At the same time, there are concerns about the accessibility and quality of ECE/IECE
provisions. Despite its importance – especially considering the latest data about provisions
for children with special educational needs (SEN) and/or at risk of social exclusion
(e.g. due to poverty) in Europe from birth to seven years – the Organisation for Economic
Co-operation and Development (OECD, 2004) reports that only one quarter of children
with SEN are included in mainstream early education settings.
This literature review aims to:
• collect information about at-risk children and/or children with SEN in Europe at the
pre-primary education level;
• describe where those children are located during the pre-primary stages;
• explore which resources are allocated to meet their needs;
• describe the main characteristics of the educational contexts where these children
are included.
This document summarises major research and policy documents to analyse Early
Childhood Education and Care (ECEC) services and programmes implemented for at-risk
children and/or those with SEN.
Chapter 2 introduces the definitions of the concepts that are the focus of study. Chapter 3
summarises the main documents published by international organisations and reviews the
main EU policy developments related to ECE/IECE which define the context in this area.
Chapter 4 reviews the latest literature describing the benefits of ECE/IECE for at-risk
children and children with SEN. Chapters 5 to 10 describe relevant academic research,
aiming to identify the main factors that are important in early years programmes. The key research is framed within the five principles identified by the European Commission’s
Thematic Working Group on ECEC (2014), namely:
• Access/transition procedures
• Workforce
• Curriculum/content
• Governance/funding
• Monitoring/evaluation.peer-reviewe
Inclusive early childhood education new insights and tools – contributions from a European study
Quality in early childhood education is a prominent concern for policy-makers, and has
recently become a priority concern for many international and European organisations.
These include the OECD, UNESCO, UNICEF, the European Commission, Eurydice and the
European Agency for Special Needs and Inclusive Education, among others.
Over the past three years (2015–2017), the European Agency for Special Needs and
Inclusive Education (the Agency) has examined the latest policy documents and relevant
research in this field. This has been a springboard for exploring the main characteristics of
quality inclusive early childhood education (IECE) for all children from three years of age to
the start of primary education.
The project data from across Europe has provided an opportunity to closely examine how,
within the inclusion perspective, early childhood education provisions are addressing the
quality principles set out by the European Commission and the OECD.
Sixty-four inclusive early childhood education experts from across Europe contributed to
the project. They participated in data collection and analysis through descriptions of
example provisions, as well as observations and discussions during field work and case
study visits.
This report first sets out the main policy and practice developments towards inclusive
early childhood education, with particular reference to European policy issues
(Chapters 2–3).
It then presents the project’s three new contributions towards improving quality inclusive
early childhood education (Chapters 4–6). These are:
1. A clear rationale for and an analysis of the implications of adopting an inclusive
vision and goals as the main standards of inclusive early childhood policy and
provision. The project found that high-quality services that benefited all children
were guided by an inclusive vision and worked towards inclusive goals. As their
primary outcome, they sought to ensure each child’s belongingness, engagement
and learning. This reflects the changes in early childhood intervention in recent decades. The focus has shifted from ‘working with the child’ towards a holistic
approach that creates an inclusive environment for all children’s engagement and
learning. The report thus refers to quality early childhood education (ECE) as
‘inclusive early childhood education’ (IECE). It only uses the terms ‘early childhood
education’ (ECE) or ‘early childhood education and care’ (ECEC) when referring to
the literature.
2. A new Self-Reflection Tool for improving inclusive early childhood education
settings. This enables 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. The tool has been validated by project experts and additional
ecological studies. It is ready for use by practitioners in inclusive early childhood
education settings in different education systems and countries across Europe and
beyond.
3. A new Ecosystem Model of Inclusive Early Childhood Education for policy-makers
and other stakeholders wishing to collaborate towards effective action in this field.
This model can support policy-makers and practitioners to collaborate in planning,
reviewing and improving quality IECE services. The model is founded on the project
data. It is inspired by three major frameworks for quality IECE, namely:
(1) The structure-process-outcome framework used by European and international
policy-makers (European Commission, 2014; OECD, 2015; European Agency,
2009)
(2) The ecological systems framework (Bronfenbrenner and Morris, 2006)
(3) The inclusive education perspective (European Agency, 2015).
It incorporates all the principles of the EU and OECD frameworks for quality early
childhood education. However, it enhances their applicability by locating them at
different ecological levels (inclusive early childhood education setting,
home/community and regional/national levels).
Finally, the report gives an account of the lessons learned during the three-year project
and the resulting recommendations (Chapter 7). These are presented within the
framework of the new Ecosystem Model of IECE. They are mainly directed at policy-
makers, but they also point to the implications for practitioners. Indeed, they are
formulated in terms of how policy-makers can support practitioners to ensure quality
provisions.peer-reviewe