Intercultural curriculum design in early childhood education




interculturalism, inclusion, ECEC, nursery


The I.ECEC+ Project 2018-1-HU01-KA201-047763 (2018-2021) aims at strengthening collaboration among different European institutions working within (or in relation to) early childhood education (ECEC) settings. The general objectives of the project are to contribute to the integration of disadvantaged children and improve the quality of institutional education and care in early childhood. The immediate goal of the project was to learn about the intercultural competencies of professionals working in the field and to assess their training needs in the areas of early childhood education. The Italian, Spanish, Belgian, and Hungarian early childhood educators involved in the projects have gained experiences that can be incorporated into an inclusive early childhood education environment. Based on these experiences, a pilot training was designed and tested for improving early childhood educators’ attitudes towards intercultural and inclusive practices. The effect of the pilot training was monitored by means of observational data. The I.ECEC project also aimed to study and make available successful experiences, good practices and innovative solutions.


Letölthető adat még nem áll rendelkezésre.


Bajzáth, A. (2018). Firm steps towards developing a multicultural organization. In Bajzáth, A. & Bereczkiné Záluszki, A. (Eds.), Beyond Inclusion – Early Childhood Education and Care in Hungary, Budapest-Józsefváros (pp. 35–40). ELTE TÓK – JEB.

Bajzáth, A. (2018). Intercultural practices in early childhood teacher training. In Bajzáth, A. & Bereczkiné Záluszki, A. (Eds.), Beyond Inclusion – Early Childhood Education and Care in Hungary, Budapest-Józsefváros (pp. 25–34). ELTE TÓK – JEB.

Bereczkiné Záluszki, A. (2017). Esztétikai érzelmek támogatása irodalommal. In Bajzáth, A. & Bereczkiné Záluszki, A. (Eds.), Paragon – Újítások a nevelés-gondozás bölcsőjében, Józsefvárosban (pp. 26–37). Józsefváros – ELTE TÓK.

Bereczkiné Záluszki, A. (2018). Supporting aesthetic emotions development by literature in nursery. In Bajzáth, A. & Bereczkiné Záluszki, A. (Eds.), Beyond Inclusion – Early Childhood Education and Care in Hungary, Budapest-Józsefváros (pp. 80–92). ELTE TÓK – JEB.

Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2(3), 612–649.

Darvay, S., Hill, K., Fülöp, V. & Venyingi, B. (2020). A környezeti fenntarthatóságra nevelés a bölcsődében. Gyermeknevelés Tudományos Folyóirat, 8(3), 131–144.

Darvay, S. (2018). History of the Hungarian nursery and the education of nursery professionals. In Bajzáth, A. & Bereczkiné Záluszki, A. (Eds.), Beyond Inclusion - Early Childhood Education and Care in Hungary, Budapest-Józsefváros (pp. 10–25). ELTE TÓK – JEB.

Davis, J. M. & Gibson, M. L. (2006). Embracing Complexity: Creating Cultural Change through Education for Sustainability. International Journal of Knowledge, Culture and Change Management, 6(2), 92–102.

Dowdell, K., Gray, T. & Malone, K. (2011). Nature and its Influence on Children’s Outdoor Play. Journal of Outdoor and Environmental Education, 15(2), 24–35.

Dúll, A. (2015). A bölcsőde környezetpszichológiája. In Gyöngy, K. (Ed.), Első lépések a művészetek felé. A vizuális nevelés és az anyanyelvi-irodalmi nevelés lehetőségei kisgyermekkorban (pp. 265–297). DialógCampus Kiadó.

European Commission/EACEA/Eurydice (2019). Key Data on Early Childhood Education and Care in Europe – 2019 Edition. Eurydice Report. Publications Office of the European Union.

Frith, S. (1996). Music and Identity. In Hall, S. & du Gay, P (Eds.), Questions of Cultural Identity (pp. 108–127). Sage.

Goldman, S., Booker, A. & McDermott, M. (2008). Mixing the Digital, Social, and Cultural: Learning, Identity, and Agency in Youth Participation. In Buckingham, D. (Ed.), Youth, Identity, and Digital Media ( pp. 185–206). The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. MIT Press,.

Hall, S. (1992). The question of cultural identity. In Hall, S., Held, D. & McGrew, A. (Eds.), Modernity and its futures (pp. 274–316). Polity Press.

Hoersting, R. C. & Jenkins, S. R. (2011). No place to call home: Cultural homelessness, self-esteem and cross-cultural identities. International Journal of Intercultural Relations, 35(1), 17–30.

Keszei, B., Böddi, Zs. & Dúll, A. (2019). Óvodás gyermekek csoportszobai térhasználatának vizsgálata a térszintaxis módszerével. Gyermeknevelés Tudományos Folyóirat, 7(2–3), 45–63.

Kovács, P., Kósa, B. & Molnár, T. (2019). Special requirements of educational buildings. In Molnár, T., Krstic-Furundzic, A., Vanista Lazarevic, E., Djukic, A., Medvegy, G., Bachmann, B.& Vukmirovic, M. (Eds.), Places and Technologies 2019: The 6th International Academic Conference on Places and Technologies (p. 101). Pécsi Tudományegyetem Műszaki és Informatikai Kar.

Lundy, A. & Trawick-Smith, J. (2021). Effects of Active Outdoor Play on Preschool Children’s on-Task Classroom Behavior. Early Childhood Education Journal, ^, 49(2), 463–471.

Salonen, A. O., Tast, S. & Hakari, S. (2018). Early Childhood Educators and Sustainability: Sustainable Living and Its Materialising in Everyday Life. Utbilding & Demokrati, 27(2). 81–102.

Silva, C. (2018, Ed.). Guidelines for the education and the care of the young children. Arca Cooperativa Sociale,

Silva, C., Bajzáth, A., Lemkow-Tovias, G. & Wastijn, B. (2020). Encouraging intercultural attitudes and practices in contemporary ECEC services. Insights from A research conducted in Italy, Spain, and Hungary. European Early Childhood Education Research Journal, 28(1), 90–103.

Szabo, A. & Ward, C. (2015). Identity development during cultural transition: The role of social-cognitive identity processes. International Journal of Intercultural Relations, 46, 13–25.

Urban, M., Vandenbroeck, M., Van Laere, K., Lazzari, A. & Peeters, J. (2012). Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice:. European Journal of Education, 47(4), 508–526.

Varga, A. & Havas, P. (2018). ENSI and its impact on the Hungarian educational system. In Affolter, C. & Varga, A. (Eds.), Environment and school initiatives lessons from the ENSI network – Past, present and future (pp. 142–148). ENSI/EKE-OFI.

Varga, A. & Könczey, R. (2019). Which ways of evaluation of education for sustainability is acceptable for Hungarian teachers? Hungarian Educational Research Journal, 9(4), 654–667.

Vivero, V. N. & Jenkins, S. R. (1999). Existential hazards of the multicultural individual: Defining and understanding “cultural homelessness”. Cultural Diversity and Ethnic Minority Psychology, 5, 6–26. (26.03.2021)

Wagner, M., Conlon Perugini, D. & Byram, M. (2017, Eds.). Teaching intercultural competence across the age range: From theory to practice. Multilingual Matters.

Wells, N. M. & Lekies, K. S. (2006). Nature and Life Course: Pathways from Childhood Nature Experiences to Adult Environmentalism. Children, Youth and Environments, 16(1), 1–25.




Hogyan kell idézni

Bajzáth, A., Bereczkiné Záluszki, A., Darvay, S., & Lehmann, M. (2022). Intercultural curriculum design in early childhood education. Gyermeknevelés Tudományos Folyóirat, 10(2–3), 77–91.