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Roskilde University Roskilde University A New Type of ECEC Professionalism? Self-organised symposium (SIG) Aabro, Christian Martin; Schmidt, Christina Haandbæk; Nielsen, Steen Baagøe Publication date: 2019 Document Version Publisher's PDF, also known as Version of record Citation for published version (APA): Aabro, C. M., Schmidt, C. H., & Nielsen, S. B. (2019). A New Type of ECEC Professionalism? Self-organised symposium (SIG). 195-196. Abstract from EECERA 29th Conference, Thessaloniki, Greece. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal. Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 02. Oct. 2021 Aalborg Universitet Collaborative research and practice development exploring inclusive practices for children in vulnerable positions Ringsmose, Charlotte Publication date: 2019 Document Version Publisher's PDF, also known as Version of record Link to publication from Aalborg University Citation for published version (APA): Ringsmose, C. (2019). Collaborative research and practice development exploring inclusive practices for children in vulnerable positions. 180-181. Abstract from Europen Early Childhood Researchers Association EECERA, Thessaloniki, Greece. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. ? Users may download and print one copy of any publication from the public portal for the purpose of private study or research. ? You may not further distribute the material or use it for any profit-making activity or commercial gain ? You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us at [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from vbn.aau.dk on: november 17, 2020 th 29 EECERA ANNUAL CONFERENCE Early Years: Making it Count Thessaloniki, Greece th rd 20 – 23 August 2019 ABSTRACT BOOK 1 ACKNOWLEDGEMENTS: EECERA 2019 organisers would like to thank the Scientific Committee for their freely given time, diligence and scholarship. Athanasios Gregoriadis, Associate Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Domna-Mika Kakana, Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Meni Tsitouridou, Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Antonis Lenakakis, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Maria Birbilli, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Maria Papandreou, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Maria Pavli-Korres, Associate Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Panagiotis Pantidos, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Konstantina Dogani, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Maria Geka, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Kostas Vouyoukas, Assistant Professor, Faculty of Education, Aristotle University of Thessaloniki, Greece Chris Pascal, Director, Centre for Research in Early Childhood, United Kingdom Eleni Loizou, Associate Professor, Department of Education, University of Cyprus, Cyprus Johanna Einarsdóttir, Professor, School of Education, University of Iceland, Iceland CONDITION OF PARTICIPATION: Some abstracts submitted by delegates for participation in EECERA 2019 have been revised and edited in good faith by the Scientific Committee. The organisers cannot be held responsible for the contents of the abstracts published in this book. 2 Contents KEYNOTES 4 SYMPOSIUM SET A 8 SYMPOSIUM SET B 38 SYMPOSIUM SET C 69 SYMPOSIUM SET D 100 SYMPOSIUM SET E 132 SYMPOSIUM SET F 163 SYMPOSIUM SET G 194 POSTER SYMPOSIUM SET I 225 POSTER SYMPOSIUM SET II 243 “PED”agogical TALKS 261 INDEX 268 This Abstract Book has been printed by 3 KEYNOTE I Wednesday 21st August 2019 09:30 – 10:30 MARIA EVANGELOU University of Oxford, United Kingdom Designing early childhood setting-based interventions to enhance home-setting partnerships in challenging circumstances Children’s development takes place within an extensive environmental context that incorporates families, communities, and social, economical and political constraints. Early childhood interventions take place within an interdisciplinary framework of fields. These interventions are often located within a risk and resilience framework, to put in place protective factors intended to build a child’s resilience to adversity. This keynote presentation will use Theory of Change to delineate how early childhood settings can be supported to design and/or implement setting-based interventions to enhance home-setting partnerships. Theory of Change allows the programme developers to describe in detail the rationale behind the development of their intervention, the theoretical framework that underpins their work, and to identify the potential causal links that might be bringing change to the agreed outcomes as a result. This would be especially useful for those colleagues who work with children at risk of underachieving their full potential. This is a topic of great current interest as a number of families and their children are living globally in challenging circumstances. While interventions so far value the contribution of both home and setting on child development, they lack a focus on the interactions that take place within and between homes and settings as these interactions have unique contributions to a child’s development. 4 KEYNOTE II Wednesday 21st August 2019 11:00 – 12:00 JAN PEETERS Centre for Innovation in the Early Years (VBJK), Ghent University, Belgium Measuring the outcomes of young children or analysing the effectiveness of the ECEC systems, what counts most? In the field of ECEC policymakers, practitioners and researchers each have their distinct role to guarantee the quality of ECEC. However, these 3 key players, though united in their aim for quality, seem to speak a different language. At the same time, none of them solely have the full array of knowledge and skills to move effectively towards quality ECEC. To realise sustainable change, policy, research and practice need to be regarded as inextricably linked and need to look together for accountability to invest in high quality ECEC. Together they have to make choices about what form of quality assessment or quality control is appropriate to convince political parties and governments to invest in quality ECEC. In the last decade more and more international organisations and national governments have wanted to evaluate ECEC programs by measuring the child outcomes. But is this always the right choice? Low and middle income countries cannot afford expensive evaluations through measuring children’s outcomes. In other countries, this approach which limits quality to child outcomes does not fit in the pedagogical vision of the practitioners. Can researchers provide alternative methods to evaluate the quality of ECEC for those countries that take into consideration a broader view on quality and that embrace the vision of the practitioners? Are there ways of analysing the whole system of ECEC that are also creating possibilities to compare countries and that do involve practitioners, researchers and policymakers? This key note is a story of a journey through 8 middle income countries, where we discussed with more than 800 practitioners, policymakers and researchers their vision of the quality of the ECEC system in their country. 5 KEYNOTE III Friday 23rd August 2019 13:20 – 14:20 ELIZABETH A. SHUEY Education and Skills Directorate, Organisation for Economic Co-operation and Development (OECD), Paris, France Improving measurement to enhance services and systems for our youngest children Early childhood is a time of rapid growth, exploration and learning that occurs in the contexts of relationships with others. Young children’s early experiences and the quality of their interactions and relationships varies tremendously across cultures, communities, institutions, families and individuals. For some children, this variation is in support of their individual needs and interests. For other children, the variation in early experiences is inequitable, related to social and economic conditions as well as policy and regulatory contexts. These early differences matter for young children’s well-being and have long-term implications for health, wellness and educational
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