A polyphonic perspective on socially inclusive early childhood education and care: Urban views from Belgium, Denmark, Slovenia and the Netherlands

This report – the first intellectual output from our Erasmus+ project – underscores the need for a well-articulated rationale and elaboration in future stages of the project distinguishing between a child, family, staff member and team level. Further, also a broader infrastructure should support the professional development of staff and the provision of available, affordable, accessible, useful and comprehensible services. Social inclusion as a broad concept not only includes children from disadvantaged groups or with a minority background, but encompasses a much wider variety of child and family characteristics. This wide and growing diversity implies diverse needs of children and their families in ECEC context.