Khetaun (Together): With Key Steps to Inclusion of Romani Children into Quality Early Childhood Programs

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Year: 2017

Khetaun (Together): With Key Steps to Inclusion of Romani Children into Quality Early Childhood Programs

Khetaun (Together): With Key Steps to Inclusion of Romani Children into Quality Early Childhood Programs was an international project financed by the European Commission implemented in 4 countries (Slovenia, Latvia, Slovakia and the Czech Republic). This publication Khetaun was published at the end of the project. Readers will receive a holistic insight in the project implementation including examples of good practice of performing activities for Romani children and their parents which contribute to successful enrolment of Romani children and their parents in ECEC programmes and didactic and other materials for Romani children, parents, ECEC practitioners and policy makers.

Inclusive Early Childhood Education Environment Self-Reflection Tool

This tool is intended to help improve settings’ inclusiveness and can be used by all professionals and staff to reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment.

The tool was developed as part of the Inclusive Early Childhood Education (IECE) project, conducted by the European Agency for Special Needs and Inclusive Education from 2015 to 2017 . The project’s overall goal was to identify, analyze and subsequently promote the main characteristics of quality IECE for all children.

Download on the Agency’s website in 26 languages.

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.

Roma Early Childhood Inclusion+ Slovakia Report (2017)

The Roma Early Childhood Inclusion (RECI)+ Slovakia Report (2017) maps the current state of the system of early childhood education and care (ECEC) in Slovakia. In particular it identifies and analyses the obstacles of access to quality preschool education for Slovakian Romani children. It underlines the undeniable importance and long-

term positive impact of quality early care and preschool education, especially for children who come from socially and economically disadvantaged environments. The low investment in ECEC places Slovakia far below the Europe 2020 target on kindergartens participation for children aged 4 to 6, in fact in Slovakia the issue of Roma children segregation in the education system is quite alarming (e.g. ethnically homogeneous Roma classes, Roma schools, separate floors, separate play yard). In Slovakia, the inappropriate preparation of teachers terms of working with children from diverse socio-cultural, ethnic, religious and linguistic backgrounds hampers Romani children inclusion in early care programs and compromises their growth and education.

Read the report in Slovak here.

Read the policy brief in English here.

Read the policy brief in Slovak here.