Results

Over the last three years, we have therefore been developing the grounds to share, disseminate and further develop the approach of multicultural/multilingual education in early years. We have developed tools, materials and training to equip early years practitioners, childcare professionals, preschool teachers, childminders, special needs workers, volunteers, with the skills of how to encourage the pluricultural/plurilingual education through early years education and care. Essential in this process was the close cooperation and involvement with parents, local communities as well as policymakers.

The project has also gathered some important considerations from early years teachers which were collected through our research and evaluation work.

This document shows how we, the Erasmus plus project MULTILINGUAL AND MULTICULTURAL LEARNING IN EARLY YEARS – MUTUAL, implemented our results, the models and approaches for the integration and inclusion of children with refugee/migrant background.

This framework is based on the results from the interviews and discussions with childcare professionals and managers at 15 nurseries/preschools in the period between January and March, 20017. In the search for the ideas, we have looked for the examples of good practises from the previous or ongoing Erasmus plus projects, in particular, the cases of the similar projects within Comenius/Erasmus plus project funding scheme in particular: the projects Parents Corner and Supporting Social and Emotional Competences of Preschool Children.

This framework is based on the results from the interviews and discussions with childcare professionals and managers at 15 nurseries/preschools in the period between January and March, 20017. In the search for the ideas, we have looked for the examples of good practises from the previous or ongoing Erasmus plus projects, in particular, the cases of the similar projects within Comenius/Erasmus plus project funding scheme in particular: the projects Parents Corner and Supporting Social and Emotional Competences of Preschool Children.

We prepared a catalogue of all necessary skills and knowledge for the teacher to be better suited to work with the children in a different cultural environment.

We collected key statistical data on migration in Greece, Czech Republic, Sweden, and United Kingdom to be able to identify the specific problems, which teachers and pedagogical personnel are facing in work with children from the different cultural and linguistic environment.