by Ana del Bario Saiz, Dominique Malleval, Zorica Trikic, Katrien Van Laere, Colette Murray, Kenny Spence , Myriam Mony, Dawn Tankersley, Mathias Urban
Not related to I.ECEC modules
External link: https://biblio.ugent.be/publication/7277711/file/7277712.pdf
Keywords: Diversities and similarities Educator competences today Family inclusion & Participation of families in a plural way
This research document gives insights into the points of view that ECEC practitioners from several countries expressed (interviews) about the competences they should have to work with children and families. Selected from member organizations of the ISSA network (International Step by Step Association), practitioners focused on 5 main competences, crucial – according to them – in dealing with super-diverse ECEC settings:
1. working towards social change;
2. open communication;
3. critical reflection: exploring complex issues from various angles;
4. learning from disagreement;
5. co-constructing new practice and knowledge with children, parents and colleagues.
The research results suggest that practitioners should be supported and accompanied in reflecting on their everyday practice in order to be able to deal with ‘uncertainty’ that superdiversity brings. They also suggest that the framework to work on refers to a ‘progressive universalism’ approach, which underlines that diversity is not just about new communities and cultures; it is relevant to the whole society. We need competent systems in order to effectively work towards inclusion. We cannot invest just in one piece of the puzzle, but we need to invest in the whole system.
Goals of the specific activity / resource
Focus of the publication:
- quality ECEC;
- staff competences