Encouraging Intercultural Attitudes and Practices in Contemporary ECEC Services. Insights from a Research Conducted in Italy, Spain, and Hungary

Autor/inn/en	Silva, Clara; Bajzáth, Angéla; Lemkow-Tovias, Gabriel; Wastijn, Bert
Titel	Encouraging Intercultural Attitudes and Practices in Contemporary ECEC Services. Insights from a Research Conducted in Italy, Spain, and Hungary
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 1, S.90-103 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2020.1707365
Schlagwörter	Foreign Countries; Comparative Education; Multicultural Education; Cultural Awareness; Early Childhood Education; Immigrants; Refugees; Ethnic Groups; Early Childhood Teachers; Teacher Background; Educational Needs; Inclusion; Diversity; Italy; Spain; Hungary + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Multikulturelle Erziehung; Cultural identity; Kulturelle Identität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Immigrant; Immigrantin; Immigranten; Flüchtling; Ethnie; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Educational need; Bildungsbedarf; Inklusion; Italien; Spanien; Ungarn
Abstract	This paper presents the results of a European survey that was part of a European funded project, entitled 'Multicultural Early Childhood Education', carried out between 2017 and 2018, in three countries: Italy, Spain, and Hungary. The goal was to explore the intercultural training needs of Early Childhood Education and Care (ECEC) professionals, to support them to meet the needs of different children and families, with a focus on the ones with immigrant, refugee, and Roma background. It was an exploratory study about the cultural background of ECEC educators, through an analysis of their competences and training needs, with an attention to the issues of multiculturalism and interculturality. The research was focused on the 'good practices' promoted within the educational contexts of partner institutions. The survey was carried out through a semi-structured questionnaire, delivered to a sample of 477 practitioners and pedagogical coordinators/coaches working in ECEC services of Tuscany, Barcelona, and Budapest, collecting 260 completed questionnaires. Analysis of the data collected shows the importance of strengthening the relationship between ECEC services and immigrant families to promote the inclusion of children and their families. The analysis also shows that training and support are needed for ECEC practitioners to improve their practice in this field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01