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Using experience from Northern Ireland after 30 years of armed conflict, the work extracts five key challenges and outlines how a global Joint Learning Initiative model (JLICED) can help translate lessons into other regions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main focus of this working paper?","Question",{"text":63,"@type":64},"It examines key issues and challenges in developing early childhood programmes that promote racial and ethnic diversity, especially in societies with deep divisions and/or conflict.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which three core values guide the programme development approach?",{"text":68,"@type":64},"The paper argues that development, delivery, and evaluation should be informed by children’s rights-based values, outcomes-focused practice, and evidence-informed decisions.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper use Northern Ireland as a basis for its lessons?",{"text":72,"@type":64},"It draws on experience in Northern Ireland after 30 years of armed conflict, treating it as a case study to identify challenges relevant to many other 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diversity in early childhood:  \nLessons from Northern Ireland  \nBy Paul Connolly  \nCover: Children aged 4–5 playing at a pre-school. Photo: John Spaull  \nDesign: Valetti, vormgeving en communicatie, The Hague, The Netherlands ([www.valetti.nl](www.valetti.nl))  \nEditing and proofreading: Green Ink ([www.greenink.co.uk](www.greenink.co.uk))  \nworking papers in  \nEarly Childhood Development  \n52  \nDeveloping programmes to promote ethnic diversity in early childhood:  \nLessons from Northern Ireland  \nBy Paul Connolly  \nMarch 2009  \nCopyright © 2009 by the Bernard van Leer Foundation, The Netherlands. The Bernard van Leer Foundation encourages fair use of this material. Proper citation is requested. This publication may not be resold for profit.  \nThe views expressed in this publication are those of the author and are not necessarily those of the Bernard van Leer Foundation.  \nAbout the author  \nPaul Connolly is Professor of Education and Director of the Centre for Effective Education at Queen’s University Belfast. He is the founding Co-Director of the Joint Learning Initiative on Children and Ethnic Diversity and also the founding editor of the new international peer-reviewed journal, Effective Education. He has published widely in the areas of race, ethnicity and young children. His books include: Racism, Gender Identities and Young Children (1998, Routledge); Researching Racism in Education (1998, Open University Press, with Barry Troyna); Too Young to Notice? The Cultural and Political Awareness of 3–6 Year Olds in Northern Ireland (2002, Community Relations Council); and Children and the Conflict in Northern Ireland (2004, Office of the First Minister and Deputy First Minister, with Julie Healy) .  \nCitation  \nConnolly, P. (2009) Developing programmes to promote ethnic diversity in early childhood: Lessons from Northern  \nIreland. Working Paper No. 52. The Hague, The Netherlands: Bernard van Leer Foundation  \nISSN 1383-7907  \nISBN 978-90-6195-112-4  \nContents  \nExecutive summary v  \nIntroduction 1  \nChapter 1:  \nThe effects of ethnic divisions on young children: A case study from Northern Ireland 5  \nChapter 2:  \nThe response of the early childhood sector to ethnic divisions: A case study from Northern Ireland 27  \nChapter 3:  \nFuture challenges and the work of the Joint Learning Initiative on Children and Ethnic Diversity 47  \nBibliography 55  \nv  \nExecutive summary  \nThis working paper focuses on some of the issues and challenges faced in developing early childhood programmes to promote racial and ethnic diversity in societies characterised by deep divisions and/or conflict. The central argument of the paper is that the development, delivery and evaluation of such programmes need to be informed by three core values that are children’s rights-based, outcomes-focused, and evidence-informed.  \nTo provide some sense of what these values mean in practice and how they can be combined together in the development of early childhood programmes, the working paper is based on experience in Northern Ireland. The region provides a useful case study because its people are emerging from 30 years of armed conflict. The ability to study the development of an early childhood programme aimed at promoting understanding and respect for ethnic diversity in such a context raises a number of fundamental issues of relevance to a wide range of other situations and contexts.  \nThe working paper identifies five key challenges from this case study for those wishing to develop early childhood programmes that promote respect for ethnic diversity elsewhere:  \n1. The need to develop and implement a  \nchildren’s rights-based approach to the design, delivery and evaluation of early childhood programmes;  \n2. The need to develop appropriate research methods and methodologies capable of understanding the effects of ethnic divisions in young children’s lives;  \n3. The","cbCaitPZXxfKbJHO","https://ap.wps.com/l/cbCaitPZXxfKbJHO","pdf",1490783,68,"English","# Executive summary\n# Introduction\n# Chapter 1: The effects of ethnic divisions on young children: A case study from Northern Ireland\n# Chapter 2: The response of the early childhood sector to ethnic divisions: A case study from Northern Ireland\n# Chapter 3: Future challenges and the work of the Joint Learning Initiative on Children and Ethnic Diversity\n# Bibliography","[{\"question\":\"What is the main focus of this working paper?\",\"answer\":\"It examines key issues and challenges in developing early childhood programmes that promote racial and ethnic diversity, especially in societies with deep divisions and/or conflict.\"},{\"question\":\"Which three core values guide the programme development approach?\",\"answer\":\"The paper argues that development, delivery, and evaluation should be informed by children’s rights-based values, outcomes-focused practice, and evidence-informed decisions.\"},{\"question\":\"How does the paper use Northern Ireland as a basis for its lessons?\",\"answer\":\"It draws on experience in Northern Ireland after 30 years of armed conflict, treating it as a case study to identify challenges relevant to many other contexts.\"}]","Developing programmes to promote ethnic diversity in early childhood - Lessons from Northern Ireland | PDF",1792043074,171]