This learning resource is designed for students, teachers, and staff working in the field of Early Childhood Education and Care (ECEC). Our aim is to strengthen awareness and reflection on diversity, intercultural competence, cultural sensitivity, inclusion, and democracy.
Using a case‑based approach, we present situations that illustrate both the possibilities and the challenges involved in culturally sensitive practices in early childhood settings. If you have the opportunity to work with the resources in a group and/or a class, we recommend engaging with the reflection questions between the films using an IGP structure. First reflect individually, then share and discuss in groups, and finally bring the discussion into a plenary session.
Clothing, culture, identity and status
The topic for this case is clothing practices and how they relate to culture, identity, and status. The goal is to encourage reflection on your role as an early childhood teacher, and on how the institution you represent can act culturally sensitive in diverse contexts.
Clothing, culture, identity and status
The topic for this case is clothing practices and how they relate to culture, identity, and status. The goal is to encourage reflection on your role as an early childhood teacher, and the institution you represent can act culturally sensitive in diverse contexts.
Texts from different cultures
This case-based learning recourse highlights how texts from different cultures are associated with norms and values. The case introduces some key questions to reflect upon when engaging children in book reading, conversations and play based on texts from different cultures.
Religious and cultural celebrations and traditions
Celebrations, traditions, or observances represented in children’s cultural backgrounds are often used as a way to value diversity in Early Childhood Education and Care. Activities linked to such celebrations are concrete and practical, yet they may also become a source of disagreement among staff, and at times between the institutions and parents. How can we address these challenges through communication that is both sensitive and creative?
Religious and cultural celebrations and traditions
Celebrations, traditions, or observances represented in children’s cultural backgrounds are often used as a way to value diversity in Early Childhood Education and Care. Activities linked to such celebrations are concrete and practical, yet they may also become a source of disagreement among staff, and at times between the institutions and parents. How can we address these challenges through communication that is both sensitive and creative?
Collaboration with parents and guardians
Language barriers and cultural differences can sometimes pose challenges when guardians and staff work together. These difficulties may arise from small, practical misunderstandings—for example, messages that are not fully understood or followed up. At other times, they may stem from differing views on what the pedagogical work in the ECE institution should involve. This learning resource highlights situations and questions that are important to consider when cooperating with parents and guardians.
Many languages in nurseries and preschools
This case focuses on the linguistic diversity found among groups of children in early childhood education settings and schools. Before engaging with the case, take a moment to reflect on which languages you are familiar with. How would you communicate in languages you know only slightly? Many children find themselves in similar situations, where they must draw on a wide range of resources to communicate in the early childhood institution. This case introduces some of the many challenges and possibilities that arise in such contexts.
Many languages in nurseries and preschools
This case focuses on the linguistic diversity found among groups of children in early childhood education settings and schools. Before engaging with the case, take a moment to reflect on which languages you are familiar with. How would you communicate in languages you know only slightly? Many children find themselves in similar situations, where they must draw on a wide range of resources to communicate in the early childhood institution. This case introduces some of the many challenges and possibilities that arise in such contexts.
The physical play environment
The ECTE‑DigiTools pilot project focused on the physical play environment—both indoors and outdoors—in kindergartens. In this resource, you can explore the environments of three different kindergartens through educational videos, 360° simulations, and reflection questions. The resource is inspired by the Reggio Emilia approach, which views the environment as the “third teacher.”
