ISOTIS developed an inventory of promising curriculum, pedagogy, and social climate interventions tackling inequalities in centre-based early childhood education settings and primary schools. The interventions selected aim to promote educational equality and
belongingness for immigrant, Roma, and low-income children. The countries included are the Czech Republic, England, Germany, Greece, Italy, the Netherlands, Poland, and Portugal.

A total of 78 interventions were selected for review and analyses. Findings indicate that while 79% of the interventions provided some type of language support, only 32% considered children’s heritage language, even though 72% of the interventions targeted either immigrant, Roma, or mixed groups of children.

These findings suggest the need to provide language supports to immigrant-background students concurrently to teaching the age-appropriate curriculum. These findings also highlights the importance of supporting and value the development of the language and cultural heritage of immigrant and ethnic minority students. Read more about the inventory

On May 11, our colleague Cecília Aguiar (ISCTE-IUL) presented findings from this inventory during the conference “Um mundo em mudança: Desafios para a Psicologia Comunitária e da Saúde”, at the University Institute of Lisbon. Promising interventions in Portugal were addressed. See the presentation (in Portuguese)