Together from Kindergarten: Exploring Quality to Inform Inclusion in Early Childhood Settings in Bulgaria

Autor/inn/en	Scanlon, Geraldine; Radeva, Snezhana; McKenna, Grainne; Maguire, Conor
Titel	Together from Kindergarten: Exploring Quality to Inform Inclusion in Early Childhood Settings in Bulgaria
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 4, S.544-561 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scanlon, Geraldine) ORCID (McKenna, Grainne) ORCID (Maguire, Conor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2127823
Schlagwörter	Foreign Countries; Inclusion; Early Childhood Education; Students with Disabilities; Educational Quality; Student Needs; Educational Improvement; Student Rights; Teacher Attitudes; Teacher Student Relationship; Mainstreaming; Educational Environment; Skill Development; Teacher Competencies; Parent Participation; Allied Health Personnel; Bulgaria; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrkunst; Elternmitwirkung; Bulgarien
Abstract	The Bulgarian Government has made a commitment to inclusive early childhood education and care (ECEC) systems for children with special educational needs and disabilities (SEND). High-quality ECEC settings are more inclusive and responsive to children's individual learning needs. In partnership with UNICEF, the Ministry for Education established a pilot project, 'Together from Kindergarten', to enhance quality and support early childhood settings in creating and maintaining quality conditions that support all children's right to access and participate in ECEC. As part of this project, the ECERS-3 was used as a broad measure to explore quality across 40 kindergarten settings. Evidence suggests that despite the positive attitudes of ECEC teachers towards inclusion, the quality of the kindergartens was low, with particular challenges concerning teacher--child interactions and individualised learning supports. The study offers important insights into how ECEC settings in Bulgaria can enhance quality to develop conditions that support children with SEND to participate in mainstream ECEC provision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01