{"id":131892,"date":"2023-12-30T12:06:00","date_gmt":"2023-12-30T11:06:00","guid":{"rendered":"https:\/\/cesie.org\/?post_type=project&p=131892"},"modified":"2025-12-10T15:36:55","modified_gmt":"2025-12-10T14:36:55","slug":"susiee","status":"publish","type":"project","link":"https:\/\/cesie.org\/en\/project\/susiee\/","title":{"rendered":"SUSIEE \u2013 Sustainability and interculturality in 0-3 early childhood education and care"},"content":{"rendered":"\n

<\/em>Developing high quality early childhood education and care systems by providing sustainability and interculturality trainings to professionals in the sector and fostering the inclusion of migrant and ethnic minority children and families.<\/em><\/h3>\n\n\n\n
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Context<\/h2>\n\n\n\n

We are living in a continuously changing world, where social and geographical mobility is expanding. Despite concepts like interculturality and sustainability are constantly mentioned in media or official documents drafted by educational institutions, these general topics are not always deeply understood. However, ethnically and culturally diverse societies need intercultural education as a strategic resource \u201ctowards sustainability, equity, peace, and social cohesion\u201d (Salgado-Orellana et al., 2019). In this context, intercultural education programs should be designed and implemented with the goal of sustainability. In fact, research in the field of early childhood education and care (ECEC) is currently focused on expanding the meaning of sustainability in ECEC, and what it could look like in practice (Boldermo; \u00d8degaard, 2019). Despite research is moving towards the embedding of these practices in school curricula, analyses of the educational contexts in Italy, Hungary and Spain have shown that early childhood education and care is the one that is lacking the most resources concerning themes of interculturality and sustainability. For this reason, we want to address this gap by developing methodologies, tools and activities that can increase the knowledge and competences of educators and ECEC professionals, starting from the revision of official EU documents like the GreenComp framework. The latter has been created to provide a common ground to learners and guidance to educators by advancing a consensual definition of what sustainability as a competence entails (EU Science HUB). Starting from this point of view, we are also aiming at helping families from different cultural backgrounds to have new points of view and solutions that can ultimately result in the integration of their children, helping families recognize and manage differences \u2013 both in school environments and daily family life.<\/p>\n\n\n\n

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Objectives<\/h2>\n\n\n\n