READY TO READ –
READ project 2019

1 HU01 KA201 061099
KA2 Strategic
Partnerships for school education Exchange of Good Practices

Summarization of Questionnaires for literacy competences survey

The FULL LIFE Project, co-financed by Erasmus+ Program, allowed the exchange of
good practices and mutual professional enrichment between organisations and experts working for
the development and inclusion of people with physical, mental, intellectual or sensory impairments.
The project fully corresponds and contributes to the achievement of the European Disability
Strategy 2010-2020, which paved the way to a barrier-free Europe and to empower persons with
disabilities so they can enjoy their rights and participate fully in society and economy, and of the
Strategy for the rights of persons with disabilities 2021-2030, aiming to ensure that all persons with
disabilities in Europe enjoy their human rights, have equal opportunities, equal access to participate
in society and economy, are able to decide where, how and with whom they live, move freely in the
EU regardless of their support needs and no longer experience discrimination.

This country report collects the information on work-based adult education providers in Hungary, Ireland, North Macedonia, Portugal, Romania, Serbia, Slovacchia. The document analyzes the consistency with EU and international policy, networking and funding, and challenge and recommendations.

Summary of good practices of artistic and cultural activities, in the context of non-formal adult education, which have facilitated the development of the skills of persons with disabilities and persons with mental health problems and contributed to their social inclusion process, including the process of re-entering into the labour market and short description of the national context regarding the social inclusion and the national strategies and policies.

Globalisation and migration paved the way for an increased cultural diversity in today’s societies. This societal change entails challenges for educators and teachers in (pre)schools. The increasing pluralism, in particular multiculturalism with its linguistic and cultural diversity is raising the need for a customized curriculum within Early Childhood Education and Care services (ECEC). Especially, new knowledge, evidence informed tools and good practices in order to accommodate and accompany the growth of all children. Therefore, the aim of this final publication is to summarize the purposes, methods, findings and good practices of the project Intercultural Early Childhood Education and Care Curriculum Design for Professionals (I.ECEC) for educative professionals, practitioners and high school students. This compilation implies several activities covering both national (partner countries) and international (EU) levels, namely: literature review, data collection, analysis and description of the good practices regarding ECEC (Early Childhood Education and Care) in intercultural perspective.
The first chapter concerns an introduction regarding the importance of the Intercultural Early Childhood Education and Care project with reference towards its predecessor the Multicultural Early Childhood Education project. A systematic literature review revealed a major gap in the literature regarding social inclusion in intercultural early childhood education. Therefore, it was interesting to concretize the knowledge and good practices about this topic in order to contribute to the work field of educators and practice oriented scientific research. Afterwards, the research methodology is discussed in the second chapter. The final publication has an exploratory character that aims to understand and foster dealing with social inclusion of disadvantaged children. In order to obtain an answer to this question, action research as a participatory way of doing research were chosen. Both is explained next to the research design; data collection; respondents; and data analysis. The good practices and research findings is discussed in the four consecutive modules in order to answer the main question, namely Module 1: Complex and Diverse Societies; Module 2: Diversity in ECEC-Services; Module 3: Inclusion and Participation; Module 4: Flexible Practice, Innovation and Transformation. The core of this final project; the initial results and suggestions for further projects is finally compiled in the conclusion.
In addition, we developed a teacher’s manual in particular for the implementation of the good practices in own educational practice.

The final publication comprises the literature review, methods, observations, findings, good practices related to ECEC in an intercultural perspective and practical examples derived from the Intercultural Early Childhood Education and Care Curriculum Design for Professionals (I.ECEC) project. It was made possible with the cooperation of the partners Erasmus Brussels University of Applied Sciences and Arts, University of Florence (UNIFI) Department of Education, Languages, Intercultures, Literature and Psychology (FORLILPSI), Eötvös Loránd University-Faculty of Primary and Pre-School Education, Galileo Progetti Nonprofit Kft., ARCA Cooperativa Sociale a r.l. and Józsefváros United Nurseries. This manual is based on the usage of the final publication. It includes a summary for each chapter along with guiding questions in order to understand the final outcomes regarding social inclusion in intercultural pre-school education. The aim is therefore to concretize a shortcut towards the use of the final publication in order to contribute to the field of education of educators and practice-oriented scientific research.

The main objective of the I.ECEC survey was to gather information about the experiences of educators during COVID-19 situation and the changes in the practice of the ECEC services.

The semi-structured questionnaire used for the I.ECEC survey was designed by the research team of the University of Florence (UNIFI), coordinated by Ph.D. Prof. Clara Silva, with the support of ELTE TOK and Erasmushogeschool Brussel (EhB) and it consisted of 4 closed-ended questions and 17 open-ended questions. It was translated in Italian, Hungarian and Dutch, with minor changes, to adapt it to specific contexts and realities. The main thematic areas/sections of the questionnaire were: relationship with children and families, routine moments, play and activities and reflections on the COVID-19 experience.

The International Recipe book, that collects healthy, nutritious, balanced, tasty and appetizing, good cooking recipes from each project partners during the implementation of the FINE! project, is a practical tool available both for organizations and families: some of which will become part of the partner menus, and some will be shared with the families by the staff of the educational institution.