These strategies may exclude learners from education, from participation in inclusive education, or from engagement in meaningful learning opportunities. Such strategies are often linked to the over-identification of learners who require an official decision of special educational needs and, consequently, to increasing expenditure related to segregation and/or individual learner support and provision. The main message underpinning this issue is the need to finance strategies that lead to educational inclusion, not exclusion. The policy goals linked to this issue are:

The Inclusive Early Childhood Education (IECE) project found that process factors that have a great impact on the quality of children’s experience include relationships, interaction between children and adults in pre-school and between the children, play, forms of learning and participation.

Project findings and recommendations from the Inclusive Early Childhood Education project can be found in a series of outputs.

The Inclusive Early Childhood Education (IECE) project found that although there are cultural and societal differences in the perspectives on quality in early childhood education, the dimensions of high-quality probably share enough features to assert that the general dimensions of high-quality are universal.

Early childhood is a crucial period of learning and development which prepares children for lifelong learning and participation in society.