Learning Through Play

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Year: 2018

Learning Through Play

The brief describes the nature of pre-primary services within the broader concept of early learning. We then share definitions of what is meant by play in early childhood, followed by key points of why learning through play builds lifelong learners and supports children’s overall development. We then note
the obstacles that pre-primary advocates may face when making a case for play-based methods, and we propose a systems perspective in advocating for child-centred pedagogy and playful programmes. Noting the unique context of every country, the suggested strategies in this brief provide initial ideas that could be adapted to local contexts.

Mapping of research on Roma children in the European Union

This report addresses the acknowledged scarcity of quality, disaggregated, child focused data on Roma children which is widely seen to impede the development of positive policies and programmes promoting full realisation of their rights.

The countries that were selected for mapping on the basis of their estimated Roma population and their capacity to benefit from Roma related research included Albania; Belgium; Bosnia and Herzegovina; Bulgaria; the Czech Republic; France; Germany; Greece; Hungary; Ireland; Italy; Kosovo; Netherlands; Romania; Serbia; Slovakia and Spain. Seventy-four research areas were identified, divided into nine thematic areas – child protection; civil registration; discrimination; education; employment; health; housing; migration; and social protection.

One in One Hundred: Drivers of Success and Resilience among College-Educated Romani Adolescents in Serbia

One in a hundred Roma makes it to University, why is that? The study One in One Hundred: Drivers of Success and Resilience among College-Educated Romani Adolescents in Serbia, is a collaboration between the François-Xavier Bagnoud Center for Health and Human Rights at Harvard University (Harvard FXB) and the CIP Center for Interactive Pedagogy in Belgrade. The research goes beyond the scrutiny of educational deficits and obstacles to find out what actually works.

Researchers studied the responses from surveys, interviews, and a “Writing Romani Lives” workshop conducted with 89 Romani adolescents who made it to college and 100 who did not. The findings showed that strong teacher and peer support systems, access to early childhood development services, and a high level of education among immediate family members corresponded to educational success.

Parental involvement in reading activities in Roma and non-Roma families

In a recent study conducted in the scope of ISOTIS, in Portugal, Roma families and non-Roma families experiencing financial hardship, with 3 to 6 year-old children, were interviewed about the frequency of reading activities involving adults and children at their home.

Findings indicated that the frequency of adult-child reading activities at home can be potentiated by reinforcing Roma families’ educational aspirations for their children, and by creating opportunities for positive social interactions between parents in the preschool setting, particularly for families experiencing financial hardship. A poster of the study is available.

 

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

Responsible Management and Challenges of Inclusion in Multicultural School Environment in Slovenia

Although diversity is an opportunity to make schools more inclusive, creative and open-minded, inequality in education is highest among Roma and migrant children. Europe needs more efficient, but at the same time more inclusive and equitable education systems. In this respect, responsible school management has a key role in adapting learning environment to the specific mix of students and making it more inclusive.

In the research part, we provide an evaluation of the seminars delivered in Slovenia (RoMigSc project). Almost three fourths of the respondents reported previous experience with specific methods of integrating Roma and migrant children into the learning environment. Most of the participants were teachers, school counsellors, social workers, public administrators and civil society activists /volunteers.

What works guide – TOY for Inclusion

This guide documents the promising practices of the Early Childhood Education and Care (ECEC) Play Hubs, which support integration of Roma at local level. The practices and the accompanying recommendations are based on the evidence from the TOY for Inclusion project piloted in seven countries.
The guide is designed for practitioners and local authorities. It can assist them in the implementation of community-based ECEC services for Romani and other children to improve social cohesion. The guide also informs local, national and EU level policy-makers about how to use social and economic solidarity between cultures and generations to promote desegregation and inclusion.

The recommendations presented in the guide complement one another and are most effective when implemented simultaneously. Together the practices and recommendations provide clear guidelines for a systemic approach and sustainable local solutions in both policy and in practice.

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