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|Title:||Inclusive early childhood education : literature review|
Bartolo, Paul A.
|Keywords:||Early childhood education|
Education -- Study and teaching
|Publisher:||European Agency for Special Needs and Inclusive Education|
|Citation:||Bellour, F., Bartolo, P.A., & Kyriazopoulou, M. ( 2017). Inclusive early childhood education: literature review. Odense.|
|Abstract:||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.|
|Appears in Collections:||Scholarly Works - FacSoWPsy|
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