European Inclusive Learning Hub

The European Inclusive Learning Hub is a large repository of inclusive, searchable and usable learning resources, methods, tools and mechanisms, already tested, approbated and deployed in certain countries.

It acts as a wizard-style driven and semantically supported logical framework for systematization/categorisation of inclusive learning resources, methods, tools and mechanisms in various education levels: early childhood, primary & secondary school, vocational education and training, higher education, adults education.


Title: Building opportunities in early childhood from the start - A teacher's guide to good practices in inclusive early childhood services

Type of the resource: Handbook/Guide/Manual 

Funded by:  European Commission – Directorate General for Regional Policy, and was coordinated by the Roma Education Fund (Hungary) in partnership with the International Step by Step Association (Netherlands), the Slovak Governance Institute (Slovakia), and Fundacion Segretariado Gitano (Spain).

Authors:  Zorica Trikic, ISSA Program Specialist, and coordinated by Mihaela Ionescu, ISSA Program Director.

Type of disability:  ALL TYPES

Target education level:  Early childhood
Primary education
Secondary education

Language(s):  English

IPR:  No

OER:  No


Overall objectives of the inclusive learning resource

Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?) 

This guide is intended to support professionals and para-professionals who are committed to creating better life outcomes for vulnerable Roma children and to helping them reach their full potentials. The ideas and suggestions offered in this guide are not intended to be universal solutions which can be applied to all situations and all children; the specific context must always be considered when adapting these ideas and suggestions. The primary underlying idea of the guide is the now well-accepted notion that young children benefit from high-quality preschool, particularly children from poor or marginalized families, and, as such, early education based on the principles of equity and inclusion can aid in breaking the generational cycle of poverty and social exclusion.

Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?) 

This guide is intended to serve both practitioners and policymakers in the areas of data collection, early childhood
education, social inclusion, and international development.

Sources and means of verification: (What are the sources of information for these indicators?) 

The experience of our partners varied by country and locality since different national frameworks and local situations affect the details of collecting data. All of the data collection tools referred to in this guide can be downloaded from the Roma Education Fund website and the project team would be happy to make the rest available on request.

Risks and Challenges:


Specific purpose of the inclusive learning resource

Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?) 

  • Theoretical sections with results and explanations from different studies and research;
  • Reflection sections where readers are encouraged to think through and reflect on their own practice or examples from another practice; these reflections can also be used during trainings or when working with parents;
  • Tips and ideas on how to put the values of inclusive, high-quality education into practice;
  • Examples of good education practice from the AGS project.

Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?) 

N/A

Sources and means of verification: (What are the sources of  information that exist or can be collected? What are the methods required to get this information?) 

Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?  

N/A


Expected results on implementation of the resource

Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?) 

N/A

Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?) 

N/A

Sources and means of verification: (What are the available sources of information for these indicators?) 

Building opportunities in early childhood from the start - A teacher guide to Good Practices in Inclusive Early childhood services.

https://www.romaeducationfund.hu/sites/default/files/publications/ags_issa_goodpracticeguide_screen_doublepages.pdf

Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?) 

N/A


Activities

Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?) 

About this guide
About A Good Start
Chapter 1: Introduction – Understanding inclusion
Chapter 2: High-quality learning and care for all children

1. What can we learn from research?
2. High-quality practice – What’s it all about?

Chapter 3: Opening doors – The key is high-quality, inclusive practices

1. Interactions
2. Family and Community Involvement
3. Democratic Values, inclusive Environment and Practice, and Respect for Diversity
4. Assessment and Planning
5. Teaching Strategies
6. Learning Environment
7. Teacher’s Professional Development

Chapter 4: Child’s portfolio

1. What is a child’s portfolio?
2. What are the purposes of a portfolio?
3. How to do I create a portfolio? What should I put in it?
4. Children’s reflection in their portfolio
5. How to use a child’s portfolio for assessment?
6. How to use a child’s portfolio when working with parents
7. Who can present the portfolio to parents?

Chapter 5: The biggest challenge – Losing contact with Roma children and families

What the preschool teacher can do to prevent it

Chapter 6: More questions that need to be answered – What else do we need to think about?

1. How do we communicate with hard-to-reach families and children and how do we motivate them to enroll in kindergarten?
2. How do we provide support to children and families in times of transition?
3. How to improve home learning environments and parenting skills?
4. Is the quality of services enough to support a child’s success, especially when the child comes from a vulnerable group?
5. Can preschool teachers make a difference alone?

Bibliography

Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.) 

Sources and means of verification: (What are the sources of information about action progress?) 

N/A

Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?) 

N/A

Attachment: PDF document 1 Handbook guide Building opportunities in early childhood from the start.pdf

URL: Website





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