A fundamental point in assessing quality in early education settings is the belief in the right of young children to democratically and actively participate in their education and care processes. Early education and care is undertaken with children and their families and not to children.
Explore effective strategies being used to ensure that the needs of children from disadvantaged backgrounds are being met as several nations move toward integration of their early care and early education systems
It analyzes the interventions employed by civil society organizations active in six EU countries to push and/or support the state institutions in developing and implementing measures to prevent and stop segregation of Romani ch
ildren in schools.
This European benchmark which is part of the Education and Training 2020 Strategy calls for greater access for children from disadvantaged backgrounds.
It analyses issues which are important for the development of quality services identified through European policy co-operation, such as access, governance, quality assurance, affordability, professionalisation of staff, lead
ership, parental involvement and measures to support disadvantaged children.
The first case study is on the government initiatives for young children in the UK (1998 – 2010), and the second from ISSA and OSF is focusing on teacher education and pedagogy.