European Inclusive Learning Hub

Type of the resource: Handbook/Guide/Manual
Type of disability: ALL TYPES
Title: Building opportunities in early childhood from the start - A teacher's guide to good practices in inclusive early childhood services
Target: Early childhood
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.
Language: English
IPR: No
OER: No
Inclusive learning intervention logic Objectively verifiable indicators of achievement Sources and means of verification Risks and Challenges
Overall objectives of the inclusive learning resource

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.

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

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.

Specific purpose of the inclusive learning resource
  • 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.

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Expected results on implementation of the resource

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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

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Activities

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

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

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