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Category: Diversity in the Workforce

#DreamToGrow

When it comes to policies, strategies, and programs that support the inclusion of the most vulnerable and marginalized children, we cannot fail to consider the early childhood development (ECD) professionals with the same cultural and ethnic backgrounds as the children with whom they work.

The Dream to Grow campaign shares 12 multipurpose advocacy stories, highlighting  the successes of Roma ECD professionals who are supporting Roma children and families in their countries – celebrating the example they are setting for future generations.

These inspiring stories highlight Roma ECD professionals’ different pathways to become who they are today, following Roma standing with dignity and pride, ready to shape Europe’s future, and rewrite the current narrative.

REYN aims to contribute to creating more inclusive and equitable societies by advocating for increasing diversity in the ECD workforce, strengthening professionalism, and giving more recognition to the Roma ECD professionals for their invaluable work. In the quest to shape a better future for the new generations, there is a dire need to work closely with Roma professionals. Positive role models, such as Roma ECD professionals, break negative stereotypes in society in general, and for the children, they do that from the early years. They demonstrate that, with the right support and a nurtured belief in oneself, it is possible to break the vicious circle that has entrapped the Roma minority in Europe for centuries.

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Early childhood education and care. How to recruit, train and motivate well-qualified staff: final report

This report focuses on recruitment and retention of ECEC staff, and examines the best ways to educate and train this staff, both through initial training and continuing professional development. It welcomes the fact that the vast majority of ECEC staff enjoy working with young children and know they make a very important contribution to children’s lives. However the sector is expanding, the expectations on staff are growing, and there are increasing opportunities to work with young children in a wider range of occupations. In this context, the report looks at how the ECEC sector can review its own practice and arrangements to ensure it attracts a sufficient number of well qualified and well-motivated staff. This report summarises the available research and looks at many of the approaches which have been used to strengthen national, regional or local practice.

The report also recognises that the quality of ECEC provision is highly dependent on the professionalism, competence and commitment of staff working in the sector – and it is therefore increasingly important that there is continued support for staff training and development. This report therefore proposes a set of core competences for ECEC assistants, core practitioners and ECEC leaders. In addition, it looks at the wide range of practices which are currently being used to strengthen the initial and continuing education and training of ECEC staff.

Executive function: skills for life and learning

Research on the developing brain shows us that early childhood experiences build the foundation for a skilled workforce, a responsible community, and a thriving economy. A new evidence base has identified a set of skills that are essential for school achievement, for the preparation and adaptability of the future workforce, and for avoiding a wide range of population health problems.

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FEEL – Fostering Effective Early Learning study

The 2018 Fostering Effective Early Learning (FEEL) study focuses on the importance of quality, and how to strengthen it in early childhood education and care (ECEC) settings. Extensive research demonstrates that the benefits of ECEC for children are increased when the service provider and educators are highly skilled and participate in professional development (PD), and the service is of high quality. Upskilling the workforce, including in-service professional development, is considered to be a key to improving quality, and can produce substantial and practical improvements for staff and children alike.

Building on the existing body of international research, the findings of the Fostering Effective Early Learning (FEEL) study, address the need for quality improvement in ECEC by showing how a particular form of evidence-based in-service PD can produce substantial and practically meaningful improvements in both staff practices and child outcomes. The FEEL study was conducted by the research team from Early Start, University of Wollongong, on behalf on the NSW Department of Education

The role of professionals in promoting diversity and inclusiveness

In view of preparing children adequately for life in the 21st century eight key competences have been identified by the European Union. Among these competences are the ability to communicate in the mother tongue and cultural awareness and expression. This is in line with research evidence showing the importance of the heritage language and culture in
identity development, well being, mental health and school achievement. Hence, the role of professionals is pivotal in fostering cultural and linguistic awareness among children and promoting inclusiveness in the classroom or group. This review of the literature is meant to provide an initial theoretical framework concerning the role of professionals in dealing with cultural and linguistic diversity and promoting inclusiveness.

Rethinking the Role of Pedagogical Assistants: Establishing Cooperation between Roma Families and Schools in Serbia

The paper examines the risks and challenges related to the cooperation of pedagogical assistants (PAs) with Roma parents/families and their work with Roma pupils, and offers further insight into ways to overcome these risks and challenges.

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