包容性儿童早期保育和教育 - 从承诺到行动 Inclusive early childhood care and education - from commitment to action

Inclusiveearlychildhoodcare

andeducation

Fromcommitmenttoaction

UNESCO–agloballeaderineducation

EducationisUNESCO’stopprioritybecauseitisabasichumanrightandthefoundationforpeaceandsustainabledevelopment.UNESCOistheUnitedNations’specializedagencyforeducation,providingglobalandregionalleadershiptodriveprogress,strengtheningtheresilienceandcapacityofnationalsystemstoservealllearners.UNESCOalsoleadsefortstorespondtocontemporaryglobalchallengesthroughtransformativelearning,withspecialfocusongenderequalityandAfricaacrossallactions.

TheGlobalEducation2030Agenda

UNESCO,astheUnitedNations’specializedagencyforeducation,isentrustedtoleadandcoordinatetheEducation2030Agenda,whichispartofaglobalmovementtoeradicatepovertythrough17SustainableDevelopmentGoalsby2030.Education,essentialtoachieveallofthesegoals,hasitsowndedicatedGoal4,whichaimsto“ensureinclusiveandequitablequalityeducationandpromotelifelonglearningopportunitiesforall.”TheEducation2030FrameworkforActionprovidesguidancefortheimplementationofthisambitiousgoalandcommitments.

Publishedin2021bytheUnitedNationsEducational,ScientificandCulturalOrganization,

7,placedeFontenoy,75352Paris07SP,France

©UNESCO2021

ISBN:9789231004612

ThispublicationisavailableinOpenAccessundertheAttribution-ShareAlike3.0IGO(CC-BY-SA3.0IGO)license(

/licenses/by-sa/3.0/igo/).By

usingthecontentofthispublication,theusersaccepttobeboundbythetermsofuseoftheUNESCOOpenAccessRepository(

/open-access/terms-use-ccbysa-en).

Originaltitle:Pouruneinclusiondansl’éducationdèslapetiteenfance:del’engagementàl’actionPublishedin2021bytheUnitedNationsEducational,ScientificandCulturalOrganization

ThedesignationsemployedandthepresentationofmaterialthroughoutthispublicationdonotimplytheexpressionofanyopinionwhatsoeveronthepartofUNESCOconcerningthelegalstatusofanycountry,territory,cityorareaorofitsauthorities,orconcerningthedelimitationofitsfrontiersorboundaries.

Theideasandopinionsexpressedinthispublicationarethoseoftheauthors;theyarenotnecessarilythoseofUNESCOanddonotcommittheOrganization.

Coverphotos:fotogestoeber/S;Smileus/S

DesignedandprintedbyUNESCO

PrintedinFrance

SHORTSUMMARY

Today,toomany

youngchildrenare

stilldeprivedofan

inclusiveeducation

fromearlychildhood.

SHORTSUMMARY

Earlychildhoodcareandeducationforeachandeveryone!

Inclusionshouldbeaprincipalcommitmentfromearlychildhood.AccordingtothelatestestimatesfromtheUNESCOInstituteforStatistics,thenumberofchildrennotenrolledinpre-schoolintheyearbeforeprimaryschoolhasdecreasedoverthepastdecade,from52.1millionin2009to47.2millionin

2018.

Despitethisprogress,thelargenumberofchildrenstillexcludedfrompre-schoolisamajorconcern,giventhestrongevidencelinkingaccesstoinclusiveearlychildhoodcareandeducation(ECCE)withschoolsuccess,overalldevelopment,andwell-being.Earlychildhoodservicesaimtoprovideforallchildrenequally,butwhenthemostvulnerablechildrenareexcludedorignored,universalparticipationisunattainable.Manychildrenaredeniedaccessbecauseofgender,disability,ethnicity,socioeconomicstatus,geographiclocation,language,refugeeordisplacedstatus,orduetoahumanitariancrisisornaturaldisaster.TheCOVID-19pandemichasexacerbatedthisexclusion.Today,morethanever,itisvitaltointensifyadvocacyandconcreteeffortstoguaranteetherightofeverychildtoECCEbymobilizingthemultipleactorsworkingtoachieve

SustainableDevelopmentGoal4(SDG4)anditstargets

relatedtoinclusiveearlychildhoodeducation.

Thispublicationpresentsanddiscussesbothqualitative

andquantitativedataforarenewed,action-oriented

globalcommitmenttouniversalandinclusiveearly

childhoodservices.Therecommendationshaveemerged

fromaliteraturereviewandconsultationswithexperts,

practitioners,andacademicsfrommultiplecountries.Itis

intendedforpolicy-makers,managersofECCEprogrammes

andservices,practitioners,developmentpartners,families,

andresearchinstitutions.

Itrecommendsmeasurestobetakenbypolicy-makers

inconsultationwithrelevantactorsinordertomakeECCEmoreinclusive.Themeasuresaresupportedbyresearchandillustratedbyinspiringexamplesfromacrosstheglobe.

Thispublicationsupportsallstakeholderswhoarecommittedtomakeinclusionfromearlychildhoodareality.

"Sincewarsbegininthemindsofmenandwomenitisinthemindsofmenandwomenthatthedefencesofpeacemustbeconstructed"

InclusiveEarlyChildhoodCareandEducation:FromCommitmenttoAction

4

TABLEOFCONTENTS

Shortsummary 3

Listoffigures

6

ListofBoxes

6

Foreword 7

Acknowledgements 8

Introduction 9

Methodology 12

Section1.SustainableDevelopmentGoal4:wherearewenowinearlychildhood? 15

1.1Whatistheglobalaccesstoearlychildhoodeducation?

17

1.1.1Accesstopre-primaryeducation

18

1.1.2Accesstoservicesbygender,populationdensity(urban/rural)orethnicity

19

1.1.3Accesstoearlychildhoodeducationdevelopmentprogrammes

21

1.1.4Financialinvestmentsinearlychildhoodeducation

22

Section2.Inclusiveearlychildhoodcareandeducation:requiredactions 25

2.1NationalpolicyactionsforinclusiveEarlyChildhoodCareandEducation

26

Keymessage1:IncreaseaccesstoqualityinclusiveEarlyChildhoodCareand

Educationforthemostexcludedchildrenbyadoptingdiversity-focusedpolicies

andanti-discriminationlegislation

26

Keymessage2:Increaseaccesstoinclusive,qualityearlychildhoodcareandeducation

forthemostvulnerablechildrenintimesofpandemicandnaturaldisaster

30

TABLEOFCONTENTS

5

2.2Actionstosupportpolicyimplementationbytheearlychildhoodcareandeducation

programmesandstructures

30

Keymessage3:Increaseregionalandlocalresourcemobilizationforinclusion

inECCEandincreasecollaborationamongcross-sectorpartners

31

Keymessage4:Adoptafamily-centredapproachbyencouragingfamily

participation

33

Keymessage5:EvaluateinclusionanditsqualityinECCEprogrammesandservices

35

2.3Actionsoneducationalpracticesforinclusiveearlychildhoodcareandeducation 35

Keymessage6:Implementeducationalapproachesthatmeettheneeds

ofindividualchildren

36

Keymessage7:Identifydevelopmentalorlearningdisabilitiesearlythrough

developmentalscreeningincollaborationwithchildren’sfamiliesandin

supportofinclusion

37

Keymessage8:Prepareandsupporttransitionsforyoungchildren

andtheirfamilies

39

2.4Actionsfortrainingandprofessionaldevelopmentforinclusiveearlychildhood

careandeducation

40

Keymessage9:Improvepre-serviceandin-servicetrainingofeducators

insupportofinclusiveECCE

41

2.5Researchactionsforinclusiveearlychildhoodcareandeducation

47

Keymessage10:IncreaseresearchactivitiestoassessthestateofinclusiveEarly

ChildhoodCareandEducationandencouragepartnershipresearchactivities

47

Conclusion 49

Annexes 50

References 55

InclusiveEarlyChildhoodCareandEducation:FromCommitmenttoAction

6

LISTOFFIGURES

Figure1.Schoolenrolmentinpre-primary

18

Figure2.Gapinschoolenrolmentbetweenboysandgirlsinpre-primary

19

Figure3.Countrieswheretheproportionofchildrenattendingpre-school

was5%higherormoreforboys

20

Figure4.Countrieswheretheproportionofchildrenattendingpre-school

was5%higherormoreforgirls

20

Figure5.Countrieswheretheproportionofchildrenattendingpre-school

was15%higherormoreforurbanareas

21

Figure6.Countrieswheretheproportionofchildrenattendingpre-school

was5%higherormoreforruralareas

21

LISTOFBOXES

Box1.TheprinciplesofaninclusiveearlychildhoodcultureinIreland

27

Box2.TheColombianstrategy:Deceroasiempre

29

Box3.AninclusiveearlyeducationreforminGeorgia

32

Box4.Afamily-centredearlychildhoodinterventionmodelinSerbia

34

Box5.AnexampleofdevelopmentalscreeningsupportinginclusioninSingapore

38

Box6.Considertheidentificationofearlychildhooddevelopmentdifficulties

aspartofaninclusivecurriculuminNewZealand

38

Box7.Toeaseasuccessfultransition?

40

Box8.Sharinginformationandimprovingcollaborationthroughtheuseofan

ITplatforminZimbabwe

43

Box9.Workforcecapacity-buildingandeducationalreformsinUkraine

44

Box10.Practicaltraining:anexperienceinVietNam

45

Box11.Training:theperspectiveofstaffinearlychildhoodcareandeducation

programmeandsettings

46

FOREWORD

7

FOREWORD

Thefirstthousanddaysofourlivesareamongthemostcriticaltoourfuture.Hence,qualityearlychildhoodeducationlaysastrongfoundationforyoungchildren’sfuturewell-being,developmentandlearning.Italsocontributesbothtoreducingandpreventingsocialandlearningdifficultiesandtotheidentificationofdevelopmentaldelaysanddisabilitiesatanearlystagewheneffectiveinterventioncanprovideappropriatesupport.

Theinternationalcommunitymustredoubleitseffortstoreachallyoungchildren,takingintoaccountfactorssuchashumanitariancrises,disability,ethnicity,gender,mothertongue,andpovertythatstilldenymanyyoungchildren’srightstoearlyeducation,healthandprotection.AlreadyseverelyinsufficientinthemajorityofcountriesbeforetheCOVID-19pandemic,earlychildhoodservicesareexperiencingclosureorsuspensionofmanyservicescriticaltochilddevelopment.Thereis,therefore,anurgentneedtofocusonbuildingresilientECCEsystemsandprogrammestoensureasolidfoundationforallchildren,boysandgirls,withinalifelonglearningperspectiveandinaccordancewiththefundamentalprinciplesofinclusion,equityandnon-discrimination.

AccesstoqualityinclusiveECCEprogrammesrequiresthedevelopmentofcross-sectoralpoliciesthattakeintoaccountthediversityoflearners’needs.Thesepoliciesmustbetranslatedintoeducationalpracticesthatseektomeettheneedsofeachchildandthatprovideinitialandongoingtrainingforprofessionalsandcommunitiesofpractice

withaviewtodevelopingtheskillsoftheECCEworkforce.Researchmustplayakeyroleinsupportingandevaluatingthesechanges.Finally,arobustandproductivepartnershipframeworkisessentialinordertooptimizeavailableresourcesandtoadvancetheECCEagendaandmakeitmoreinclusive.UNESCOisconvincedthatinclusiveeducationfromearlychildhoodonwardswillbuildwelcomingcommunitiesandinclusivesocieties.

Withthatinmind,inJanuary2021UNESCOlaunchedaGlobalPartnershipStrategyforECCEwiththeaimofmobilizingcountriesandpartnersaliketoachieveTarget4.2ofSDG4foreducation.

WehopethatthispublicationwillhelpcountriesmovetowardsaninclusivesystemofECCEthatofferseverychildthebestchancetocontributetotheinclusiveandsustainabledevelopmentoftheircommunityandsociety.

StefaniaGiannini

AssistantDirector-GeneralforEducation,

UNESCO

InclusiveEarlyChildhoodCareandEducation:FromCommitmenttoAction

8

ACKNOWLEDGEMENTS

ThispublicationwascoordinatedbytheEducationSectoratUNESCOHeadquartersunderthesupervisionofRokhayaFallDiawarafromtheSectiononEducationalPoliciesandFlorenceMigeonfromtheSectionofEducationforInclusionandGenderEquality,incooperationwithDraganaSretenov,FormerSeniorTeamManagerandSarahKlaus,SeniorprogrammeAdviserattheOpenSocietyFoundations.The

teamthanksSamaherAl-Hadheri,ChelseaiaCharranandLaraDaherfortheirsupportintheelaborationandfinalizationofthepublication.

TheteamwouldliketothankProfessorCarmenDionneoftheUniversitéduQuébecàTrois-Rivières(UQTR)andholderoftheUNESCOEarlyChildhoodChair:Inclusiveearlyinterventions,whodirectedthispublication,aswellasthemembersoftheChairwhocontributedtoitswriting,namelyAnniePaquet,ColombeLemire,MichelRousseau,andClaudeDugas,fromUQTR,JaneSquiresfromtheUniversityofOregon(USA),MarisaMacyfromtheUniversityofCentralFlorida(USA),Ching-IChenfromtheKentStateUniversity(USA),LuisaSchonhautfromtheClínicaAlemanainSantiago(Chile),MariaPomésfromtheUniversidadCatólicadelMaule(Chile),NidiaJohanaAriasBecerraandNadiaSemenovaMorattoVasquezfromCESUniversity(Colombia).SpecialacknowledgmentsgotoMaudeBoutetandMaríaCamilaLondoño,Annie-CaludeDubéofUQTR,ChelseaiaCharranandtheresearchassistantswhoparticipatedintheliteraturereview.WearealsogratefultotheUQTRFoundationforitssupport.

TheteamgratefullyacknowledgesthecommentsofHannaKatriinaAlasuutari,WorldBank;EmmaPearson,SchoolofEducation,UniversityofSheffield,UnitedKingdom;MercedesMayolLassallefromtheWorldOrganizationforEarlyChildhoodEducation;ElenaSoukakou,UniversityofRoehampton,UnitedKingdom;OlympiaPalikara,UniversityofWarwick,UnitedKingdom;YoshieKaga,UNESCORegionalOfficeforWestAfrica,Senegal;DonaldWertlieb,TuftsUniversity,UnitedStatesofAmerica;OscarGualdrón,HumboldtInstitute,Colombia;ValérieDjioze-GalletandRollaMoumneoftheEducationSector(UNESCO,Paris).

Finally,UNESCOwouldliketoacknowledgetheOpenSocietyFoundationsforsupportingthedevelopmentofthispublication.

INTRODUCTION

9

INTRODUCTION

Thefirstyearsofliferepresentacrucialperiodforyoungchildren.Withinjustafewyears,childrendevelopmanyskillsthatwillcontributetotheiradaptation,participation,andinteractionsthroughoutlife.Certainconditionsprovidebettersupportforthisprocessofearlydevelopment.Accordingly,inclusiveECCEisacommitmenttoensureallchildrenbenefitfromenablingconditionsintheirearliestyears,withoutexception.

Butwhatisunderstoodbyinclusiveearlychildhoodcareandeducation?

ECCEreflectsaholisticviewofthecare(e.g.health,nutrition,hygiene,safetyandsecurity,responsivecaregiving)andeducation(e.g.earlystimulation,education,developmentalactivities)ofyoungchildrenfrom0to8yearsofage(UNESCO,2016).QualityECCEprovisionlooksdifferentindifferentculturalandcountrycontextsandleveragesavarietyofresourcestomeetthespecificneedsofeachchild.Specialattentionneedstobepaidtochildrenlivinginprecariouscircumstances,suchasinrefugeecamps,andtoyoungchildrenexperiencingnaturaldisasters,includingpandemics.

InclusioninECCEsharesthisholisticperspective,emphasizingchildren’saccesstoandparticipationinavarietyoflearningopportunities,activities,settings,andpositivesocialinteractions,regardlessoftheircharacteristicsorneeds,whileensuringgenderequalityandrecognizingthecentralroleplayedbythefamily.Infact,thefamilyisthefirstandmostimportantenvironment

inwhichtheyoungchilddevelops.Astheygrow,youngchildrenareexposedtoarangeofcontexts,placesandsocialinteractionsthatalsocontributetotheirfulldevelopment.

Theconceptofinclusiveeducationwasinitiallyusedtodescribethephysicalandlearningadaptationsneededtofullyincludechildrenwithdisabilities.Overtime,therehasbeenabroadeningofthemeaningofinclusiveeducationtoconsidertheneedsofalllearners,regardlessoftheircharacteristicsorthegroupstowhichtheybelong.Itisashiftfromacceptingdifferencetovaluingdiversity.Thus,inclusionhasauniversalscope.Inclusionembracesavisionofdiversitynotasaproblemtobesolved,butasaleverforsocialjusticeandequity.Itisarecognitionofbasichumanrightsandavehicleforaddressinginequalities.

Thisvisionofinclusioninvolvesimprovingthequalityofeducationforallchildren.Itconsistsnotonlyofremovingbarriers,butalsoofcreatinganenablingenvironmentforqualityECCE.Itplacestheresponsibilityoneducationandcaresystemstounderstandandadapttotheneedsofalllearners.Inclusioninvolvesaccess,fullparticipation,andavailabilityofthenecessarysupportforeachchildinawaythatfavourssuccessforeveryone,withoutexception.

Thebenefitsofinclusionaremany.Qualityinclusiveprogrammesvalueeachchildandseekoptimaldevelopmentofallchildren,andnotablythemostvulnerable,whobenefitthemostfromawealthofopportunitiesfordaily

InclusiveEarlyChildhoodCareandEducation:FromCommitmenttoAction

10

interactionandlearningwithotherchildren.Earlyexperiencesarecriticalfordevelopingtheskillsandvalueschildrenwillneedthroughouttheirlives.Indeed,theNurturingCareFramework(NCF)forearlychildhooddevelopment—launchedbytheWorldHealthOrganization,UNICEF,andtheWorldBank(2018)—emphasizestheimportanceoftheearlyyearsandtheuniversalconditionsthatmustbeinplaceforeverychildtodeveloptohisorherfullpotential.UnderthegloballyacceptedNCF,theoptimalenvironmentistheonethatprovidesnurturingcareforthechildinconditionsthatpromotegoodhealth,adequatenutrition,opportunitiesforearlylearning,responsivecaregiving,andsecurityandsafety.ChildrenneedallfivedomainsoftheNCFtoreachtheirfullpotential,aseveryaspectoftheirdevelopmentisinterrelatedandmutuallyreinforcing.Inclusivesettingshelptoensuretheseconditionsbyprovidingopportunitiesfordiverseparticipationandsocialinteraction.Inclusiveearlychildhoodsettings,whichareoftenthefirstplaceswhereyoungchildrenencounterandlearnaboutdifference,offeropportunitiesforparticipationandinteractionthataresociallydiversified.

InclusiveECCEsettingsexertapositiveinfluenceonallchildren.Ininclusivecontexts,youngchildrendevelopcapacitiestointeractwithchildrenwhohavedifferentcharacteristics.Thisearlyacceptanceofdifferencescreatesthefoundationforbuildingattitudesofopennesstodiversitywithpeers,atschoolandeventually,inadultlife.Inadditiontopromotingdevelopmentalgainsforall(Weiland,2016),inclusiveECCEsettingsofferacompellingopportunitytodevelopknowledgeandattitudesaboutdifference.

INTRODUCTION

11

Targetaudience

Thisdocumentisintendedforallthosewhoareworkingtomakeinclusionarealityforallyoungchildren.Policy-makers,practitioners(fromeducation,childcare,earlychildhood,healthandsocialservices,community,humanitarianaid),civilsociety,internationalorganizations,families,andscientists,areinvitedtotakeadvantageofthemanyopportunitiestotranslatethisinclusivevisionintoconcreteaction.Theideaspresentedinthispublicationareintendedtoinspireandsupporttheactionsneededimmediatelytoensureinclusivecareandeducationforeveryyoungchild.

Objectivesofthispublication

Thisdocumentaimsto:

•IdentifynewknowledgetosupporttheimplementationofinclusivepoliciesandpracticesinECCE;

•Shareexamplesofpositive,promising,andinnovativepoliciesandpracticesacrosscountriesandregionally;

•Formulaterecommendationsandsuggestpossiblecoursesofactiontosupportthoseinvolvedininclusion;

•Inspireinnovationsthatencourageinclusiveeducationforall,especiallythemostvulnerable;

•Mobilizelocal,regional,national,andinternationalactorstocontributetothedevelopmentofinnovativesolutionstopromoteinclusion.

InclusiveEarlyChildhoodCareandEducation:FromCommitmenttoAction

12

METHODOLOGY

Documentdevelopmentprocess

Thisdocumentisbasedonanon-exhaustiveliteraturereview,whichuseddatabases,searchengines,andwebsitesofrecognizedinternationalorganizationsengagedininclusiveeducation,includingUNESCO,theWorldBank,andUNICEF.ItcoversdocumentspublishedinEnglish,French,orSpanishmainlybetween2016and2020.Thereviewsoughttoincluderesourcesfromavarietyofregionsandcountriesandcontexts(e.g.childrenwithspecialneeds,childrenfromimmigrantbackgrounds,marginalizedchildren),andtospansocioeconomicstrata.Approximately100documentswereselectedforfull-

textanalysis.Thisanalysiswasconductedaccordingtothefollowingspecificthemesofearlychildhoodinclusion:

•Managementpractices,policiesandleadershipinsupportofinclusion

•Family,communityandmulti-sectoralcollaborationandcollaborationamongprofessionals

•Initialandongoingtraining,coachingandprofessionaldevelopmentoftheECCEworkforce

•Educationalpractices,interventions,learningandpedagogicalapproaches

•Screeningandevaluation

•Transitions(fromfamilytochildcare,fromchildcaretoschool)

•Diversity

•Inclusiveassessment

Theanalysisofthedocumentsforeachthemewascarriedoutusingextractiongridsdevelopedbytheauthors.Followinganinitialanalysis,asummaryofkeyideasfromtheliteraturewasdevelopedandsomeearlierresearch(pre-2016)wasconsulted.Thedecisionwasmadetokeepthisaction-orienteddocumentsimpleandeasytouse.Thedevelopmentofthispublicationreliedondocumentaryresearchandtheopinionofexpertsinthefieldincludingpractitioners,academicsandstaffofinternationalorganizations,allofwhomcontributedtoreflectionandexchange.Inspiringexamplesweregenerouslysharedbycollaboratorsfromtheacademic,policyandpracticecommunities.Exampleshavebeenselectedaccordingtothethemescoveredandtoreflecttherealitiesofdifferentcountriesandregions.TheaimofthedocumentistoinspireandadvanceinclusiveECCEforallyoungchildren.

Scopeandlimitations

Thisisanaction-orienteddocumentinformedbyscientificliterature,theexperiencesofinclusionstakeholdersandtheopinionsofmanyexperts.Arangeofchallengeswereencounteredindevelopingit.Firstofall,ECCEhasbothpoliticalandeducationaldimensions.Eachofthethemescoveredmapstoa"LearnMore"sectionattheendofthedocument,whichoffersin-depthresourcesthataddressmultipleperspectivesofdifferentstakeholders.Anotherchallengewastoassessthestate

METHODOLOGY

13

ofinclusiveECCEglobally.Thispublicationsuffersasaresultofthelimitationsoftheavailabledatainexistingdatabases.Thedataareparticularlyill-suitedtoprovidingaholisticoverviewthatlinksprotectionandeducationinavarietyofinclusivesettings.InformationonthecharacteristicsofECCEandcaresettingsthatsupportorhinderinclusioninECCEisthereforeessential.

Lackofdataonthemostvulnerablechildren.Thelackofdataaboutcertaingroupsofchildrenisevenmoreglaring.Forexample,astherecentGlobalMonitoringReportonEducation(UNESCO,2020)illustrates,therealityofsomemarginalizedchildrenisdocumentedonlylightlyornotatall,andthisincludeschildrenwithdisabilities.Thesameistrueformorecomplexsituationswheremultiplefactorsofvulnerabilityinteract.

ThediversityofactorsinvolvedinECCE.

Thestructureofpre-schooleducation(numberofyears,agesofchildren)andchildcareservicesvaryfromcountrytocountrymakingcross-countrycomparisonschalle