Inclusion in European policies and educational practices for childhood

Abstract

The current global scenario is marked by profound political, social, cultural, and economic challenges, with particular attention being paid to Early Childhood Education and Care (ECEC). The care of early childhood is indeed recognized as an irreplaceable precursor to ensure the rights of equality and equal opportunity, participation, and expression for every citizen.

At the global level, international organizations such as the OECD, UNESCO, and the European Union have established departments and organized research groups to identify the most suitable variables for an effective and inclusive educational and training system. The idea of inclusion, born in the social field, has given concrete results in the educational field, especially in the area of early childhood education. These practical experiences  have contributed to deepening the understanding of the value of inclusive processes and to promoting their implementation in the integrated 0-6 system

Within the scientific literature of the sector, there are multiple strengths recognized in the implementation of inclusive principles in ECEC. These strengths pertain to various dimensions of child development, future educational and academic success, as well as the positive outcomes of lifelong learning, social inclusion, and employability.

This contribution aims to illustrate how the construct of inclusion has been articulated in European educational policies with reference to specific projects of the European Agency for Special Needs and Inclusive Education, and their translation into research and teaching practices for the integrated system of ages 0-6.