The Toolkit for inclusion in Early childhood education and care (ECEC) recalls political commitments made e.g. in the European Pillar of Social Rights, policy recommendations which have been adopted by EU Member States as well as research findings. They all converge towards the need and will to develop more inclusive ECEC systems and settings.
To ensure equity for all children in accessing and benefitting from ECEC, the toolkit includes a set of practical solutions and measures to inspire ECEC policy makers at the national, regional or local level, as well as ECEC practitioners. It includes examples of good practice in ECEC settings and identifies useful ideas and resources to inspire leaders and staff across Europe to progress towards practice that is more inclusive.
The Toolkit first explores how decision-makers can foster inclusive systems and settings through a range of policy measures which benefit all children, regardless of their individual or family circumstances. It considers a range of aspects:
- the benefit of designing global strategies, at the national and/or local level;
- the need to monitor and evaluate inclusiveness in ECEC;
- the impact of efficient governance and cooperation between decision makers;
- the need to improve availability and affordability of participation in ECEC;
- the benefits of tiered systems;
- the potential of adjusting the staff: child ratio;
- the benefit of working closely with ECEC settings and supporting them;
- the importance of supporting early intervention;
- the need to train ECEC staff adequately;
- the importance of designing pedagogical guidelines which support inclusion.
The Toolkit also looks at practices which benefit all children and families. It considers in particular:
- the benefit for ECEC staff and institutions to work with other services that support the interests of children and families;
- the need to work in close cooperation with families;
- strategies to facilitate transitions – between home and ECEC institution, between ECEC institutions, or between ECEC and primary school.
Finally, the Toolkit recognises that some children may benefit from more targeted policies or measures, to make sure the ECEC systems and settings answer their specific needs. It therefore explores the needs and possible answers of various groups of children and families:
- children with disabilities and/or additional learning needs;
- children with a migrant background, including refugee children;
- Roma children;
- children in very specific situations, such as children living with their mothers in prison, or children with lasting health problems. It also considers the specific situation of all young children during periods of lockdown, and how to ensure provision of quality ECEC to all of them during such periods.
Who is this toolkit for?
- This toolkit aims to inspire anyone involved in organising, funding and delivering ECEC, to give more chances to all children to access high quality ECEC.
- It is primarily aimed at national policymakers who set the regulatory arrangements for ECEC systems and can support local authorities and ECEC providers to build inclusive ECEC systems and settings, but it can also be useful to social partners, trade unions and ECEC practitioners.
- The toolkit looks at successful or promising national strategies which can be replicated in other countries, but it also looks at successful or promising local practices, developed by local authorities or specific ECEC settings.
- It describes the strategies and practices and whenever possible, it shares resources for other decision-makers and practitioners to use and possibly scale them up.
You can download this toolkit for free here.
