Diversity and diversification in ECEC practices: Considerations from Serbia

Abstract

AbstractFocusing on diversity represents a step forward towards a complex concept of quality in the early childhood education and care (ECEC) system. The diversification of programmes and services takes shape within this framework, bringing a shift from purely technical issues towards a joint construction of the community's culture. Its complexity is visible in its conceptualisation, which combines theoretical and ideological key points concerning childhood, learning, development, well‐being and the role of adults and of public policy. This article presents the process and results of a project that included a study to better understand the perspective of professionals, parents and representatives of local policymakers on the meanings given to the diversification of programmes in the ECEC system in Serbia. The method was participatory, with focus groups supporting participants in expressing their opinions and in co‐creating meanings and knowledge, linking research to group reflection. The aim was to identify practices related to these meanings in a coherent way, focusing on the concepts of well‐being and respect for diversity. The main conclusion is a strong need for a multilevel network to: (a) support policymakers and professionals in creating socially‐mixed contexts, (b) support parents by making them feel that they are partners in the educational system, and (c) invest in continuous professional development (CPD) programmes for professionals to train them and encourage them to co‐reflect on practice.