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
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
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
education, social inclusion, and international development.
Sources and means of verification: (What are the sources of information for these indicators?)
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?)
sections with results and explanations from different studies and
- 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
- 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?)
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?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
opportunities in early childhood from the start - A teacher guide to Good
Practices in Inclusive Early childhood services.
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
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 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
2. Family and Community Involvement
3. Democratic Values, inclusive Environment and Practice, and Respect for
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
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
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?
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?)
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?)
Attachment: 1 Handbook guide Building opportunities in early childhood from the start.pdf