Have a personal or library account? Click to login
Potential for preventing the risk of social exclusion of children in Early Childhood Education and Care in Croatia Cover

Potential for preventing the risk of social exclusion of children in Early Childhood Education and Care in Croatia

Open Access
|Jan 2023

References

  1. Agbenyega, J. S., & Klibthong, S. (2014). Assessing Thai early childhood teachers’ knowledge of inclusive education. International Journal of Inclusive Education, 18(12), 1247-1261.
  2. Archambault, J., Côté, D., & Raynault, M. F. (2020). Early childhood education and care access for children from disadvantaged backgrounds: Using a framework to guide intervention. Early Childhood Education Journal, 48, 345–352.
  3. Bagdi, A., & Vacca, J. (2005). Supporting early childhood social-emotional well being: The building blocks for early learning and school success. Early Childhood Education Journal, 33, 145–150.
  4. Balladares, J., & Kankaraš, M. (2020). Attendance in early childhood education and care programmes and academic proficiencies at age 15. OECD Education Working Papers No. 214. OECD Publishing.
  5. Bartolo, P. A., Björck-Åkesson, E., Giné, C., & Kyriazopoulou, M. (2016). Ensuring a strong start for all children: inclusive early childhood education and care. International Perspectives on Inclusive Education, 19–35.
  6. Bartolo, P. A., Kyriazopoulou, M., Björck-Åkesson, E., & Giné, C. (2021). An adapted ecosystem model for inclusive early childhood education: a qualitative cross European study. International Journal Of School & Educational Psychology, 9(1), 3-15.
  7. Becker, B., & Schober, P. S. (2017). Not just any child care center? Social and ethnic disparities in the use of early education institutions with a beneficial learning environment. Early Education and Development, 28(8), 1011-1034.
  8. Benjak, T. (2021). Izvješće o osobama s invaliditetom u Republici Hrvatskoj. Hrvatski zavod za javno zdravstvo, https://www.hzjz.hr/wp-content/uploads/2021/10/Invalid_2021.pdf
  9. Booth, T., Ainscow, M., & Kingston, D. (2006). Index for inclusion: developing play, learning and participation in early years and childcare. UK: Centre for Studies on Inclusive Education.
  10. Bouillet, D., & Domović, V. (2021). Capacities of early childhood education professionals for the prevention of social exclusion of children. International Journal of Educational and Pedagogical Sciences, 15(11), 957 - 963.
  11. Cloney, D., Cleveland, G., Hattie, J., & Tayler, C. (2016). Variations in the availability and quality of early childhood education and care by socioeconomic status of neighborhoods. Early Education and Development, 27(3), 384-401.
  12. Croatian Bureau of Statistics (2021). Kindergartens and other legal entities implementing preschool education programmes, beginning of 2020/2021 educational year. https://www.dzs.hr/Hrv_Eng/publication/2021/08-01-08_01_2021.htm
  13. Croatian Bureau of Statistics (2021). Natural Change in Population. www.dzs.hr
  14. Dobrotić, I., Družić Ljubotina, O., Kletečki Radović, M., & Buković N. (2021). A deep-dive into the European Child Guarantee in Croatia: Literature Review. Zagreb: UNICEF’s Office for Croatia.
  15. Driessen, G. (2020). The evidence for the effectiveness of family- and center-based early childhood education programs. International Journal of Pedagogy, Innovation and New Technologies, 7 (1), 106-115.
  16. European Commission (2004). Joint report on social inclusion. Social Affairs and Equal Opportunities. Directorate General for Employment.
  17. European Commission (2014). Proposal for key principles of a Quality Framework for Early Childhood Education and Care: Report of the Working Group on Early Childhood Education and Care under the auspices of the European Commission, Directorate-General for Education and Culture.
  18. Eurostat (2021). Children in formal childcare or education by age group and duration - % over the population of each age group - EU-SILC survey. https://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=ilc_caindformal&lang=en
  19. Fernandez, E. (2014). Early childhood: Dimensions and contexts of development and well-being. In: A. Ben-Arieh, F. Casas, I. Frønes, J. Korbin (Eds.), Handbook of Child Well-Being (pp. 8-65). Springer.
  20. Gambaro, L., Stewart, K., & Waltfogel, J. (2014). An equal start?: Providing quality early education and care for disadvantaged children. Policy Press.
  21. Giambona, F., & Vassallo, E. (2014). composite indicator of social inclusion for european countries. Social Indicators Research, 116, 269–293.
  22. Gritti, A., Bravaccio, C., Signoriello, S., Salerno, F., Pisano, S., Catone, G., Gallo, C., & Pascotto, A. (2014). Epistemiological study on behavioural and emotional problems in developmental age: prevalence in a sample of Italian children, based on parent and teacher reports. Italian Journal of Pediatric, 40(19).
  23. Halinen, I., & Järvinen, R. (2008). Towards inclusive education: the case of Finland. Prospects, 38, 77-97.
  24. Ishimine, K., & Tayler, C. (2014). Assessing quality in early childhood education and care. European Journal of Education, 49(2).
  25. Keary, A., Garvis, S., Zheng, H., & Walsh, L. (2020). I’m learning how to do it’: Reflecting on the implementation of a new assessment tool in an Australian Early Childhood. International Journal of Inclusive Education, 26 (13), 1274-1288.
  26. Khalfaoui, A., García-Carrión, R., & Villardón-Gallego, L. A. (2021). Systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education. Early Childhood Education Journal, 49, 71–81.
  27. Leseman, P. P. M., & Slot, P. M. (2014). Breaking the cycle of poverty: Challenges for European early childhood education and care, European Early Childhood Education Research Journal, 22(3), 314-326.
  28. Leseman, P., Mulder, H., Verhagen, J., Broekhuizen, M., van Schaik, S., & Slot, P. (2017). Chapter 9: Effectiveness of Dutch targeted preschool education policy for disadvantaged children: Evidence from the pre-COOL study. In: H. P. Blossfeld, N. Kulic, J. Skopek, & M. Triventi (Eds.). Childcare, Early Education and Social Inequality: An International Perspective (pp. 173–193), eduLIFE Lifelong Learning Series, 4, Cheltenham, UK and Northampton, MA, USA: Edward Elgar Publishing.
  29. Liming, K. W., & Grube, W. A. (2018). Wellbeing outcomes for children exposed to multiple adverse experiences in early childhood: A systematic review. Child and Adolescent Social Work Journal, 35, 317–335.
  30. Matković, T., Visser, M., Stropnik, N., & Williams, C. (2020). A study on financing and governance of pre-primary education. UNICEF’s Office for Croatia.
  31. Melhuish, E. C., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, K., Tawell, A., Slot, P., Broekhuizen, M., & Leseman, P. (2015). A review of research on the effects of Early Childhood Education and Care (ECEC) upon child development. CARE project; Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care (ECEC). Technical Report. European Commission, http://ecec-care.org/resources/publications/.
  32. Melhuish, E., Barnes, J., Gardiner, J., Siraj, I., Sammons, P., Sylva, K., & Taggart, B. (2019). A study of the long-term influence of early childhood education and care on the risk for developing special educational needs. Exceptionality Education International, 29 (3).
  33. Messiou, K. (2017). Research in the field of inclusive education: time for a rethink?. International Journal of Inclusive Education, 21(2), 146-159.
  34. Mohanty, I., Edvardsson, M., Ballo, A., & Eldridge, D. (2016). Child social exclusion risk and child health outcomes in Australia. PLoS ONE, 11(5).
  35. Nacionalni kurikulum ranog i predškolskog odgoja i obrazovanja. [National Curriculum for Early Childhood Education and Care] (2015). Official Gazette, 5.
  36. Oberhuemer, P. (2011). The early childhood education workforce in Europe between divergencies and emergencies. ICEP 5, 55–63.
  37. OECD (2016). Low-performing students: Why they fall behind and how to help them succeed PISA. OECD Publishing.
  38. Pavlović Breneselović, & D., Krnjaja, Ž. (2018). Građenje kvalitete u praksi vrtića. [Building quality in kindergarten practice]. Odgojno-obrazovne teme, [Educational Issues], 1(1-2), 25-47.
  39. Peleman, B., Vandenbroeck, M., & Van Avermaet, P. (2020). Early learning opportunities for children at risk of social exclusion. Opening the black box of preschool practice. European Early Childhood Education Research Journal, 28(1), 21–42.
  40. Peleman, B., Lazzari, A., Budginaitė, I., Siarova, H., Hauari, H., Peeters, J., & Cameron, C. (2018). Continuous professional development and ECEC quality: Findings from a European systematic literature review. European Journal of Education, 53(1), 9–22.
  41. Safaa, S. (2011). A conceptual framework review of social exclusion, and its relation with social cohesion and poverty in Europe. International Journal of Diversity in Organisations, Communities & Nations, 11(1), 117-131.
  42. Schober, P.S., & Spiess, C.K. (2013). Early childhood education activities and care arrangements of disadvantaged children in Germany. Child Indicators Research, 6, 709–735.
  43. Serin, R. C., Chadwick, N., & Lloyd, C. D. (2016). Dynamic risk and protective factors. Psychology, Crime & Law, 22(1-2), 151-170.
  44. Slot, P. L., Leseman, P. P. M., Verhagen, J., & Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, 64-76.
  45. Sylva, K., Melhuish, E., Sammons, P., Siraj, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project: findings from pre-school to end of Key stage1. https://www.researchgate.net/publication/237527842_The_Effective_Provision_of_Pre-School_Education_EPPE_Project_Findings_from_Pre-school_to_end_of_Key_Stage1
  46. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford I., Taggart, B., Hunt, S., Jelicic, H., Barreau, S., Grabbe, Y., Smees, R., & Welcomme, W. (2008). Effective pre-school and primary education 3-11 Project. Eppe 3-11. Final report from the primary phase: Preschool, school and family influences on children’s development during Key stage 2 (Age 7 – 11), DfE Research Brief 061. London: DfE.
  47. Stahl, J. F., Schober, P. S., & Spiess, C. K. (2018). Parental socio-economic status and childcare quality: Early inequalities in educational opportunity?. Early Childhood Research Quarterly, 44, 304-317.
  48. World Bank (2016). Hrvatska: Ocjena siromaštva za mala područja temeljem potrošnje (Karte siromaštva). https://razvoj.gov.hr
  49. Tankersley, D., Brajković, S., Handžar, S., Rimkiene, R., Sabaliauskiene, R., Trikić, Z., & Vonta, T. (2012). Teorija u praksi, priručnik za profesionalni razvoj učitelja razredne nastave. Zagreb: Pučko otvoreno učilište Korak po korak.
  50. Thomson, D., Cantrell, E., Guerra, G., Gooze, R., & Tout, K. (2020). Conceptualizing and measuring access to early care and education. OPRE Report #2020-106. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  51. Ujedinjeni narodi (1989). Konvencija o pravima djeteta. Službeni list – Međunarodni ugovori 15/90; Official Gazette, 12/93; 20/97.
  52. UNESCO (1994). The salamanca statement and framework for action on special needs education. https://www.european-agency.org/sites/default/files/salamanca-state-mentand-framework.pdf
  53. Ünver, Ö., Bircan, T., & Nicaise, I. (2018). Perceived accessibility of childcare in Europe: a cross-country multilevel study. ICEP 12, 5.
  54. Vandenbroeck, M., & Lazzari, A. (2014). Accessibility of early childhood education and care: a state of affairs. European Early Childhood Education Research Journal, 22(3), 327–335.
  55. Vandenbroeck, M. (2020). Early childhood care and education policies that make a difference. In: R. Nieuwenhuis, & W. Van Lancker (Eds): The Palgrave Handbook of Family Policy (169-191). Palgrave Macmillan, Cham.
  56. Vlasov, J., Salminen, J., Repo, L., Karila, K., Kinnunen, S., Mattila, V., Nukarinen, T., Parrila, S., & Sulonen, H. (2019). Guidelines and recommendations for evaluating the quality of early childhood education and care. Finnish Education Evaluation Centre. https://karvi.fi/app/uploads/2020/03/Quality-indicators-for-ECEC_summary-2019.pdf
  57. Walker, S. P., Wachs, T. D., Grantham-McGregor, S., Black, M. M., Nelson, C. A., Huffman, S. L., Baker-Henningham, H., Chang, S. M., Hamadani, J. D., Lozoff, B., Meeks Gardner, J. M., Powell, C. A., Rahman, A., & Richter, L. (2011). Inequality in early childhood: risk and protective factors for early child development. The Lancet, 378(9799), 1325–1338.
  58. West, A., Blome, A., & Lewis, J. (2020). What characteristics of funding, provision and regulation are associated with effective social investment in ECEC in England, France and Germany?. Journal of Social Policy, 49(4), 681-704.
  59. Wood, R. (2015). To be cared for and to care: Understanding theoretical conceptions of care as a framework for effective inclusion in early childhood education and care. Child Care in Practice, 21(3), 256-265.
  60. Zakon o predškolskom odgoju i obrazovanju. [Preschool Education Act]. (1997). Official Gazette, 10; 107, 2007; 94, 2013; 98, 2019.
  61. Zhang, K.C., & Li, Q. (2021). It would be harder without faith: An exploratory study of low-income families’ experiences of early childhood inclusive education in New Zealand. Journal of Religion and Health, 60, 4151–4166.
DOI: https://doi.org/10.2478/jped-2022-0006 | Journal eISSN: 1338-2144 | Journal ISSN: 1338-1563
Language: English
Page range: 5 - 27
Published on: Jan 14, 2023
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year

© 2023 Dejana Bouillet, Sandra Antulić Majcen, published by University of Trnava, Faculty of Education
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.