This document presents examples and case studies from 21 countries. They demonstrate the benefit of cross-sectoral programming to support early childhood development, some building on early child care or education programme
This article by Michel Vandenbroeck examines the history of exclusion in Belgian infant care, depicting how 100 years ago day care centres provided care for the infants of women who worked in factories. Today in Belgium, women who work in factories are excluded from having infants cared for in day nurseries. The article examines how this has occurred and the place of childcare in western European welfare society
[From the introduction]: "This paper explores how childhood education and care [ECEC] services contribute to social inclusion in society.... The paper's main purpose is to examine the circumstances under which ECEC services contribute to ... social inclusion, and when they don't. The following section examines the key concepts upon which this is based. Then, applying a framework drawn from an international policy study, we consider the specific policy and program elements that enable ECEC services to contribute to social inclusion. Finally, we examine whether the current ECEC situation in Canada is constructed and supported in ways that contribute to social inclusion, what changes are needed to enable it to do so, some implications for practice and future policy directions."
Based on research in Vancouver, the paper shows how five specific developmental outcomes in young children are correllated with socio-economic factors. It argues that Canadian society systematically denies identifiable groups of children the opportunity for healthy development and that this ought to be recognized as an important form of social exclusion alongside others
This paper presents a review of the literature on diversity and difference and discusses the implications for early childhood education and education professionals. It shows how bureaucracies, administrations and a tendency to cultural normalization work toward assimilation rather than cultural transformation, while issues of gender, race, language, religion, social class and sexual preferences are relegated to the private sphere. Institutionalised pedagogy needs to be challenged by a pedagogy of whiteness, exposing the non-inclusive nature of educational practices, and creating a space for the complexities, richness and potential of diversity
Source e-bulletin on Disability and Inclusion