Rezultat 5 - metoda video coachingu jako wspierająca praktykę inkluzji we wczesnej edukacji i opiece : końcowe zalecenia projektu TRACKs - raport porównawczy

Output 5 : videocoaching t.b.v. inclusieve praktijken in de ECEC-instellingen : finale aanbevelingen van het TRACKS-project

Output 5: Il video-coaching come strumento per sostenere pratiche educative inclusive all’interno dei servizi per l’infanzia : raccomandazioni conclusive tratte dal progetto TRACKs

Research shows that ECEC can make a substantial contribution in sustaining children’s cognitive, social and emotional development as well as in fostering social inclusion (Lazzari and Vandenbroeck, 2012; Dumcius, Peeters, Hayes et al., 2014; Meluish et al.2015; Vandenbroeeck et al., 2018; CARE Project2, 2015, 2016). However, as ECEC can fulfill these goals only in certain conditions, a more dialogical approach analysing the micro-processes of inclusion/exclusion displayed in everyday interactions within early childhood settings is necessary (Peleman, Vandenbroeck & Van Avermaet, 2020). Based on newly gained insights (Jensen and Iannone, 2018), the project adopts the innovative and active learning method of video-coaching to reflect with early childhood professionals - educators, teachers, coordinators and leaders - on educational interactions between children and staff. The main goals of the project are: - to explore which aspects of daily practices in ECEC settings contribute to promoting children’s learning and wellbeing in contexts of diversity (heterogeneous groups) - to analyse these aspects by engaging with practitioners in reflective processes fostering their professional growth and a shared vision of inclusive practice within the team - to provide equitable learning opportunities and nurturing environments for all children, especially those coming from multiply marginalised backgrounds experiencing social inequalities, poverty and exclusion.