‘You know that collaboration works when … ’ identifying the features of successful collaboration on behalf of children with disabilities in early childhood education and care

2017 ◽  
Vol 189 (7) ◽  
pp. 1189-1202 ◽  
Author(s):  
David Lansing Cameron ◽  
Anne Dorthe Tveit
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children With Disabilities ◽  
Childhood Education ◽  
Education And Care ◽  
Successful Collaboration

Moving Beyond Inclusion to Participation: Essential Elements

2019 ◽  
pp. 54-67
Author(s):  
Toby Long
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education System ◽  
Children With Disabilities ◽  
Essential Elements ◽  
Evidence Based ◽  
Childhood Education ◽  
Everyday Activities ◽  
Meaningful Participation ◽  
Full Participation

This paper discusses the evolution of the early childhood education system from excluding children with disabilities to fully including them in a manner emphasizing full participation.  Evidence indicates meaningful participation in everyday activities is necessary for development to occur. The essential elements needed to bring about participation will be presented as well as specific evidence-based strategies used to promote inclusion and participation.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

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