engleski

Initial Literature Review: Interpreting child-centredness to support quality and diversity in early childhood education and care

Starting from the general question How might different understandings of child-centred practice promote learning amongst diverse groups within early childhood education and care provision? the Erasmus+ project Interpreting Child-centredness to support Quality and Diversity in Early Childhood Education and Care (2017-1-UK01-KA201-036798) aims at enhancing and extending understandings of the competences required for working in ECEC in diverse contexts, whilst creating innovative professional development to support the ECEC workforce in developing professional competences with a focus on child-centred practice. Whilst taking into consideration the global discourses about ECEC as well as deliberations within the EU, this literature review will provide an initial analysis of the key terms within the project: quality, diversity and child-centredness. Each term is recognised as complex, multi-faceted and variably interpreted in relation to a range of contextual features, not least national governance and policy objectives for ECEC services. The potential scope of the literature review is therefore wide-ranging and far reaching. The review focusses on key debates in relation to quality and diversity, before concentrating on concepts of child-centredness in order to provide an initial framework of understanding for each term to inform later stages of the project. In particular, the review seeks to provide a framework for observing and analysing examples of child- centred practice.

child centredness ; diversity ; early childhood education and care ; quality

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