Working Group Discussion Points

 

 

 

Working Group Discussion Points

1. Running and implemenHng the 3-year project plan – the focus (3 years to the start of primary educa<on, transi<ons),aims and objec<ves, target groups, etc.

2. The themaHc areas for improving the quality of pre-primaryeducaHon – what importance should each be given? What is missing?

3. The dra9 list of quesHons for the Country QuesHonnaire andfor the Case Studies, using a structure-process-outcomemodel and the five themes (10 key principles) of quality inIPPE – usefulness and feasibility?

 

 

 

Working Group Discussion Points

4. Examples of good pracHce – what type of descrip<on andcriteria should be used for selec<ng 5-6 examples for furtherinves<ga<on in case studies

5. Expected outcomes – what type of outcomes from the IPPEproject could be most useful for the countries?

6. Any other issues

 

   

1. Running and implemenHng the 3-year projectplan

Theoverall goal is to idenHfy and analyse the factors (facilitators –challenges/barriers) that enable quality and effecHve pre-primaryprogrammes for all pupils in inclusive seJngs.

Keyques6on: ‘What are the main characteris<cs of quality inclusivepre-primary educa<on for all pupils?’

Focus: Pre-primary educaHon from 3 years old to the start of primaryschool

• According to UNESCO (2005), ECEC and Pre-primary educaHonrefer to a wide range of programmes aimed at the earlyphysical, cogniHve, social and emoHonal development ofchildren, from birth unHl they enter primary school.

• ECEC: 0-2 years • Pre-primary: from 3 to the start of primary school

1. Running and implemenHng the 3-year projectplan (conHnued)

Targetgroups: It will address the IPPE for allchildren with a focus on the most vulnerableones, those at risk of discriminaHon and social exclusion: pupils with SEN and/ordisabiliHes, immigrants, those whose families live in poverty orare socially disadvantaged, those whose families have limitedaccess to services, Roma and traveller children, and any othermarginalised group. Which children are regarded at risk of discriminaHon andexclusion in the different countries?

2. The themaHc areas for improving the qualityof pre-primary educaHon

What importance should each be given? What is missing? Thefollowing areas have been idenHfied as relevant to quality PPE bythe EU Working Group: Access, procedures and par<cipa<on in PPE for all children, including the most vulnerable ones. Provision that is availableand affordable to all. Provision that encourages parHcipaHonstrengthens social inclusion and embraces diversity. Workforce - roles and staff, organisaHonal status of theprofessionals, iniHal and in-service staff training, values andaJtudes, leadership, the role of the support teacher,collaboraHon with parents, co-operaHon with external personnel,collaboraHon with health and social services

2. The themaHc areas for improving the qualityof pre-primary educaHon (conHnued)

Curriculum/content and process - focus on all aspects of the child’sdevelopment (cogniHve, social, emoHonal and physical), learning,parHcipaHon, pedagogy, pre-school environment and interacHonsand relaHonships, and child perspecHves; child-centred provisionwith formaHve evaluaHon, early idenHficaHon of addiHonal needsand relevant adaptaHon of provisions Evalua<on and monitoring – crucial role of monitoring andevaluaHon of the quality and effecHveness of provision. EvaluaHonalso of the development and learning progress achieved by childreninPPE. Governance and funding – role of leadership, accountability,funding models for IPPE, including addiHonal support for childrenand families at risk.

 

   

3. The dra9 list of quesHons for the CountryQuesHonnaire and for the Case Studies

Using a structure-process-outcome model and the five themes(10 key principles) of quality in IPPE

Consider the

• comprehensiveness, • usefulness, • and feasibility

of the dra9 , and confirm, modify, delete, and add.

4. Examples of good pracHce

The project will study in detail 5-6 IPPE provisions from differentEU countries. It is expected that your RBs and Experts will helpidenHfy such examples of good pracHce and that there would bea larger number of provisions that offer to be studied than 5-6and, therefore, a selecHon procedure needs to be agreed.

Confirm, modify, delete or add to the following instrucHon tothose who would like to have their provision selected as a casestudy example:

 

   

 

4. Examples of good pracHce (conHnued)

Countries that offer examples of good pracHce in inclusive pre-primary educaHon, need to provide a clear descripHon of theprovision they are recommending, illustraHng how the provisionmeets the following criteria: 1. Pre-primary provision including the age group 3-years to start

of primary schooling

2. Accessible to all the diversity of children of the locality

3. Inclusive seJng that provides support as part of the regularacHviHes promoHng parHcipaHon and engagement of eachchild

4. Provision that is subject to NaHonal Standards/regulaHon ofPPE provision

 

 

       

4. Examples of good pracHce (conHnued)

5. Follows a holisHc curriculum that promotes all aspects ofchildren’s development and learning including physical,cogniHve, language, social and emoHonal development

6. Has skilled workforce with opportuniHes for conHnuingprofessional development

7. Provision that engages families as partners 8. Works in partnership with health, social and other agencies 9. Its leadership promotes inclusive educaHon and care

10. Engages in self-evaluaHon to inform improvement

   

 

 

5. Expected Outcomes

What type of outcomes could be most useful for the countries?

• A literature and policy review

• Country reports providing informaHon on policy and pracHcein relaHon to pre-primary educaHon for pupils with SEN/disabiliHes and/or at risk at naHonal level (on the basis of thereplies to the country quesHonnaire).

• DescripHon of a number of country examples of good pracHcein pre-primary educaHon.

• Detailed reports of the selected case study sites, includinganalysis of the key project themes invesHgated.

 

 

 

5. Expected Outcomes (conHnued)

• A project synthesis report that brings together all theevidence from all project acHviHes to add new insights to theliterature and research on IPPE.

• A pracHcal tool/guide, aimed at pre-primary schools, on howto make quality inclusion work at pre-primary level, withprovision of pracHcal advice on key issues

• Other: please specify …

6. Any other issues