Encouraging intercultural attitudes and practices in contemporary ECEC services. Insights from A research conducted in Italy, Spain, and Hungary

ABSTRACT

This paper presents the results of a European survey that was part of a European funded project, entitled ‘Multicultural Early Childhood Education’, carried out between 2017 and 2018, in three countries: Italy, Spain, and Hungary. The goal was to explore the intercultural training needs of Early Childhood Education and Care (ECEC) professionals, to support them to meet the needs of different children and families, with a focus on the ones with immigrant, refugee, and Roma background. It was an exploratory study about the cultural background of ECEC educators, through an analysis of their competences and training needs, with an attention to the issues of multiculturalism and interculturality. The research was focused on the ‘good practices’ promoted within the educational contexts of partner institutions. The survey was carried out through a semi-structured questionnaire, delivered to a sample of 477 practitioners and pedagogical coordinators/coaches working in ECEC services of Tuscany, Barcelona, and Budapest, collecting 260 completed questionnaires. Analysis of the data collected shows the importance of strengthening the relationship between ECEC services and immigrant families to promote the inclusion of children and their families. The analysis also shows that training and support are needed for ECEC practitioners to improve their practice in this field.

KEYWORDS:

• Diversity
• immigrant
• refugee
• Roma children
• intercultural training needs
• Early Childhood Education and Care services
• disadvantage

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1 The MECEC+ project is an Erasmus+ project involving seven partners: University of Florence, University of Budapest, University of Manresa, ARCA Cooperativa Sociale, ENCÍS Serveis a les persones, Józsefvárosi Egyesített Bölcsődék (JEB) and Galileo Progetti Nonprofit Kft. We point out that the project carries in its title the expression ‘multicultural education’ even if it is centred on the intercultural education approach. This is because the aim is an intercultural approach, but the reality studied is still ‘multicultural’.