By Pauline Slot (Utrecht University) When a child with a heritage language that is different than the school language enters a daycare or nursery school, the idea is often “how can we teach this child to speak the school language
By Annemiek Hoppenbrouwers (Fontys) When all children are having Circle Time again after the summer vacation, the teacher asks: “What did you do during the holidays?” “Where did you go on holiday?” It’s nice to meet again after the holidays
By Ruth Heuvelman (CED-group) and Pauline Slot (Utrecht University) Recently, an increasing number of childcare organizations have been taken over by large investors. This evokes reactions from both proponents and opponents. Proponents indicate that this leads to investment in quality,
This blog post was contributed by Olga Wysłowska (University of Warsaw). Within the last decade educare services for children between zero to three years of age, became an increasingly popular topic of educational research across the world. Nonetheless, the role
This blog message was contributed by Mehrnaz Tajik (CED-Group) A glance at lunch time in inclusive child care The children – cheerful babies and toddlers – sit down at the table for lunch. Not all children receive the same food.
“We still don’t know what the child has…”, told me a teacher about the difficulties she was experiencing with a child who demonstrated behavioural problems. That sentence kept me wondering. Gathering information about what the child “has”, i.e., trying to know “his/her” diagnosis, underlies a genuine concern. But are those difficulties due primarily to something he/she “has”? To what extent knowing the diagnosis is essential to plan interventions at home, daycare or kindergarten?
How should we organize inclusive education? This is a key question in many European countries as they move from special to inclusive education. We would like to introduce the new Portuguese law to you as an innovative and inspiring framework, and describe some motivations behind the law.