TOY for Inclusion Play Hubs: a non-formal, inclusive, community-based Early Childhood Education and Care (ECEC) model for disadvantaged young children, especially from migrant and minority groups in Europe

Play Hubs are non-formal and non‑targeted high‑quality inclusive ECEC spaces. In them, children and families are welcomed to play, meet and take part in creative and social activities. They bring together children under eight and their families, especially Roma, migrant and socially disadvantaged families. The Play Hubs organise play-based activities designed to support creativity, increase confidence and develop social and verbal skills, all of which help to prepare children for formal education.

The approach, which has proved effective, also builds parenting skills and improves co‑operation between civil society and local agencies. It promotes social development and cohesion, access to education and cross-sectoral co-operation among educational, health and social services.

By mid-2019, 5,000 children, 3,000 adults and 500 practitioners had participated in activities in the Play Hubs. Of these, 27% were of Roma origin. Over 350 workshops were held for adults and children, including:

• parenting support;
• intergenerational activities;
• handicraft and toy-making workshops;
• information sessions for parents on early years services in their communities.

The TOY for Inclusion approach addresses all the fundamental aspects of quality ECEC described in the Quality Framework for Early Childhood Education and Care (European Commission, 2014), in terms of availability, affordability, accessibility and co-ordination of services for young children and their families.

ECEC Play Hubs also demonstrate how community interventions can contribute to the goals defined in the European Union (EU) Framework for National Roma Integration Strategies (NRIS) (European Commission, 2011) up to 2020, in particular with respect to early childhood, education, health and employment. They do this by developing approaches and activities which are interesting and inviting for members of Roma communities.

The TOY for Inclusion approach is also in line with the recently adopted EU Council Recommendation on High-Quality Early Childhood Education and Care Systems (22 May 2019). In addition to endorsing aspects such as availability, affordability, etc., referred to above, the Recommendation also highlights that:

• ECEC services are an ideal opportunity to create an integrated approach because they lead to a first personal contact with the parents.
• ECEC participation can be an effective tool to achieve educational equity for children in a disadvantaged situation, such as some migrant or minority groups (for example Roma) and refugee children, children with special needs including disabilities, children in alternative care and street children, children of imprisoned parents, as well as children within households at particular risk of poverty and social exclusion, such as single-parent or large households.

Finally, the project is very timely and high on the agenda of European policy-makers, as demonstrated by its alignment with the Report on the Implementation of National Roma Integration Strategies – 2019. Its design and approach – early intervention and prevention; participation and empowerment of parents; community-based extra‑curricular, cultural and play-based activities – are in line with lessons from policy and research.

Children with migrant backgrounds and children from minority groups such as Roma and Travellers already constitute more than half of the learner population in many early years and school settings across Europe. Europe’s social cohesion strongly depends on the successful integration and inclusion of these learners. Their future, and the future of Europe, are interlinked (Brind et al., 2008; Bennett, 2012).

This view is strongly endorsed in current EU education policy declarations and strategies, such as the Education and Training (ET) 2020 Strategy. These strategies focus on access to quality education for all, paying particular attention to greater access for learners from disadvantaged backgrounds. Nevertheless, ensuring this remains a challenge for many countries. A significant educational gap persists between migrant children or those from minority groups and other children.

High-quality ECEC is an essential foundation for successful lifelong learning, social integration, personal development and later employability (Communication from the European Commission, 2011). However, research suggests that the considerable and growing disparities in access to quality education and increasing segregation in European schools start at a very young age. Children up to six years old with a migrant, minority or marginalised background often suffer segregation or exclusion from ECEC services. When they are enrolled, they are placed in lower-quality services (The Childcare Transition, UNICEF, 2008). This has a detrimental effect on young children (and their families) in terms of their rights, their development and their future.

Accordingly, the ECEC benchmark was adopted in 2009 within the ET 2020 strategic framework:

With a view to increasing participation in early childhood education as a foundation for later educational success, especially in the case of those from disadvantaged backgrounds (Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’)).

Among the good practices for engaging disadvantaged children and families in ECEC services and improving their social inclusion are:

• outreach to families who are not attending ECEC services by collaborating with locally established voluntary organisations
• renewed staff training that redefines traditional practice and encompasses work with parents and local communities (DGEAC commissioned report).

These good practices are also recognised in the European Commission’s Quality Framework for Early Childhood Education and Care (2014), which states that quality ECEC requires provision that encourages participation, strengthens social inclusion and embraces diversity.

The TOY for Inclusion approach creates and strengthens cross-sectoral co-operation among all agencies that are involved in promoting the well-being and education of young children, especially those with minority or vulnerable backgrounds (ECEC, health, social services and community development organisations). The core idea of this project is to move away from the perspective that some children and families are harder to reach than others. Instead, the aim is to adopt a new perspective where services become easier to reach. This can be done by promoting inter-sectoral work, flexible solutions and contextualised responses to specific needs.

In 2019, the second phase of TOY for Inclusion started under the name ‘TOY to Share, Play to Care’. The objective of TOY to Share, Play to Care is to broaden the target, scale up and embed the TOY for Inclusion approach in policy as an effective means of creating community-based ECEC initiatives that improve:

• access to ECEC for all marginalised young children;
• children’s transition to formal education;
• the capacity of parents and professionals.

In this second phase, the project is also expanding to Turkey and the Netherlands.

How was the initiative/policy implemented?

TOY for Inclusion Play Hubs are located in areas that are reachable for all families. They are designed and run by multi-sectoral teams (Local Action Teams, LATs). The LATs are actively involved in all project activities and are composed of:

• community representatives;
• school, pre-school and ECEC practitioners;
• health and social service practitioners;
• parents;
• local authority representatives.

The approach is also rooted in the idea that all generations are responsible and equally involved in the well-being of young children and in contributing to social cohesion. For this reason, the approach promotes the organisation of intergenerational activities between older adults and young children.

The LATs responsible for each Play Hub mobilise local communities around young children. Activities can take place in the Hubs but also in other settings in the communities, such as community centres, libraries, parks, squares, pre-schools or health centres.

The Play Hubs also function as parenting support hubs, as parents and grandparents can visit with their young children/grandchildren to borrow toys and books. At the same time, they learn about how play supports children’s learning development and they can access information about other child and family-focused services and events in the community. Play Hubs aim to serve as centres for the community and reach beyond education and care, primarily by offering space for activities dealing with health, nutrition, etc.

Who worked on and sustained the initiative/policy (key partnerships)?

TOY for Inclusion is the result of co-operation between:

• International Child Development Initiatives (ICDI) (Netherlands)
• International Step-by-Step Association (ISSA) (Netherlands)
• Six members of the Romani Early Years Network (REYN):
  • Educational Research Institute (ERI) (Slovenia)
  • Open Academy Step by Step (OASS) (Croatia)
  • Associazione 21 luglio (Italy)
  • Center for Education Initiatives (CEI) (Latvia)
  • Wide Open School (WOS) (Slovakia)
  • Partners Hungary
• Centre for Early Childhood Research at the Dublin City University Institute of Education (Ireland)
• Akromfed – Federation of Mediterranean Roma Associations (Turkey)
• Salvation Army Netherlands.

The project is co-funded by the European Commission and the Open Society Foundations.

When did the initiative/change/policy development take place? What was the timescale?

From January 2017 to present.

A first phase of the project ran from 2017 to 2019 and focused on the inclusion of Roma children in ECEC. In January 2019, the second phase of the project started, under the name of TOY to Share, Play to Care.

The experience of eight ECEC Play Hubs in seven countries between 2017 and 2018 demonstrated that the combination of intergenerational learning, community-based ECEC, integrated services and attention to diversity, equity and inclusion in ECEC results in:

• trust building and strong connections between early childhood practitioners, activists, policy-makers and different types of volunteers working with children dealing with difficult circumstances (Roma, migrants, low socio-economic backgrounds, etc.);
• challenging of the prevailing understanding of ECEC service delivery as being possible only in formal environments;
• trust building between Roma families and the non-Roma community. This positively affects relationships between Roma and non-Roma children and interaction and learning across all generations, including older adults in the community;
• provision of an important community safe space for inter-agency co-operation between early years services.

These in turn were reflected by:

• increased inclusiveness in ECEC settings and reduced segregation of Roma in services and communities;
• increased knowledge, understanding and skills among national and international stakeholders on community-based ECEC initiatives, enhancing social cohesion and combating segregation of Roma and non-Roma.

TOY for Inclusion was awarded the European Lifelong Learning Award 2018 from the LLL Platform, as best learning environment. It was selected in 2019 by the WHO European Regional Office as an example of best practice that promotes health equity.

Another important recognition of the results of the project is the fact that the consortium was able to secure new funding from the European Commission (Erasmus+ Key Action 3) and the Open Society Foundations. This will allow TOY for Inclusion to open more Play Hubs in all involved countries, expand to Turkey and the Netherlands and reach many more children and families in 2019 and 2020.

Impact on the target groups or other groups affected by the project

Thanks to the TOY for Inclusion training and the Play Hubs, the project has been very successful in:

• Improving the transition experience of Roma children to schools: Families and children who become familiar with ECEC in the non-formal, Play Hub environment are also introduced to other services (health, social and cultural services). The Play Hub represents a bridge from home to formal schooling and builds trust between vulnerable families and institutions.
• Improving parental skills, increasing Roma communities’ trust in local services and promoting co-operation between services: Through the many activities organised in the Play Hubs, parents and grandparents have the opportunity to learn and discuss child-rearing, health, early learning and development. This improves their confidence as parents and increases their trust in services.
• Increasing trust between Roma and non-Roma communities: Roma and non-Roma families share a common space and have the opportunity to meet, value each other’s cultures and learn about each other though playful activities. The intercultural nature of the Play Hubs, their location in non-segregated and easy to reach buildings, and the organisation of intergenerational activities with the involvement of older adults from both communities created a safe space for Roma and non-Roma. New friendships are formed, with the interest of the children at heart.

Roma participation in the work of the LATs led to positive visibility in the local community and participation in the Play Hubs’ workforce. Participants felt they had a positive future and a contribution to make.

Although the project did not specifically target local authorities, the project actually had quite some impact on them. They participated in the promotion of the project, in some countries they provided space at no cost for the Play Hubs and agreed to continue to support the Play Hubs beyond the project period.

Much learning was generated in this project, which has been documented in the What Works Guide, one of the project’s outputs. It presents the most important issues, some of which relate to vision, principles and values, and some of which relate to day-to-day implementation and sustainability.

In projects addressing social inclusion of Roma children and their families, a common mistake is to focus only on one group – typically, Roma children. One of the most innovative aspects of TOY for Inclusion has been to focus on both Roma and non-Roma together and to focus on multiple age groups – i.e. working intergenerationally. Playing together has proved to be the best way to build cohesion between children of different origins and to increase positive interaction among Roma and non-Roma families, involving many generations.

Building on existing local capacities and empowerment of locals was at the core of the project and was critical in supporting local ownership. This aspect was emphasised strongly in TOY for Inclusion from the beginning, and the project was immediately one of the leaders in empowerment of local beneficiaries.

The establishment of LATs was one way to build on local capacity. Careful selection of members and training proved to be crucial for establishing strong LATs. The project experience shows that if these preparations are done thoroughly, difficulties such as a lack of time (as all LAT members are busy with their everyday work) can be overcome.

When the consortium wrote the project proposal, it was thought that all LAT co‑ordinators would be Roma. However, it proved difficult in some contexts to find qualified Roma staff who were both able to speak English in order to participate in cross‑country meetings and familiar with inclusive ECEC and community development activities. It was necessary to be more flexible and choose LAT co-ordinators based on their background and experience, rather than their origins. The consortium decided to ask the LATs themselves to select their co‑ordinators, based on the local needs and context. This provided the opportunity to involve both Roma and non-Roma in more effective ways.

Flexibility and contextualisation were also key to the success of the project. TOY for Inclusion applied a flexible and adaptable approach, which was rooted in a clear framework (intergenerational learning, diversity, equity and inclusion in ECEC, integrated services for children and their families and community-based ECEC) and applied in diverse communities and contexts. The adaptability of the approach, rooted in strong foundations, resulted in a variety of activities, all of which were well contextualised and highly effective in responding to local needs.

Outreach activities were designed, keeping in mind the expressed needs of the various groups. Activities included:

• providing transportation for Roma to travel from settlements to the Hub;
• mobile toy library to introduce the Hub in various neighbourhoods;
• involvement of seniors as a way to reach out to more isolated families;
• provision of high-quality cultural and artistic activities for children to also attract middle class families.

Another lesson learnt is that it is very important to consider sustainability of the ECEC Play Hubs from the outset. It was an important issue to address in the initial training of the LATs and at every meeting. The selection of the location of the Hubs is related to sustainability. Local authorities and stakeholders need to be on board from the very beginning. The stakeholder mapping process and the local training events proved important in this respect. All partners reported that setting up the ECEC Play Hub required much more time and effort than anticipated, and this needs to be taken into consideration in the planning phase.

Additionally, medium-term and long-term plans to ensure that the Play Hubs remain operative with or without external funding are also crucial. They proved effective to maintain the trust of families and local services. The role of municipalities is therefore pivotal. This is a core activity in the TOY to Share, Play to Care follow-up project (2019–2021), which is funded by Erasmus+ KA3.

In general, the factors that ensured the success of the Play Hubs were:

• collaboration with local schools that facilitated the building of trust in educational institutions;
• planning intergenerational and intercultural activities, where old and young could play and learn together;
• the presence of Roma mediators that facilitated the building of trust in the project and in the practitioners;
• the informal atmosphere: everybody felt welcomed, without any kind of label;
• workshops guided by professionals, such as artists and sports people, with professionals and local stakeholders (LAT members) involved during planning, implementation and monitoring.
• Finally, the TOY for Inclusion consortium showed that good co-operation (i.e. a strong, committed and experienced partnership composed of organisations that already know each other and have a shared understanding of values and approaches) can have a very positive effect on project outcomes and simplify the work. As a result of this co-operation, there was a strong understanding and consensus on important concepts, approaches and topics. An example is the debate between promoting accessibility of services for Roma children and the inclusiveness of these services (i.e. offering services in segregated settlements or attracting the inhabitants of these settlements into a more integrated environment).

Challenges and lessons learned:

Much learning was generated in this project, which has been documented in the What Works Guide, one of the project’s outputs. It presents the most important issues, some of which relate to vision, principles and values, and some of which relate to day-to-day implementation and sustainability.

In projects addressing social inclusion of Roma children and their families, a common mistake is to focus only on one group – typically, Roma children. One of the most innovative aspects of TOY for Inclusion has been to focus on both Roma and non-Roma together and to focus on multiple age groups – i.e. working intergenerationally. Playing together has proved to be the best way to build cohesion between children of different origins and to increase positive interaction among Roma and non-Roma families, involving many generations.

Building on existing local capacities and empowerment of locals was at the core of the project and was critical in supporting local ownership. This aspect was emphasised strongly in TOY for Inclusion from the beginning, and the project was immediately one of the leaders in empowerment of local beneficiaries.

The establishment of LATs was one way to build on local capacity. Careful selection of members and training proved to be crucial for establishing strong LATs. The project experience shows that if these preparations are done thoroughly, difficulties such as a lack of time (as all LAT members are busy with their everyday work) can be overcome.

When the consortium wrote the project proposal, it was thought that all LAT co‑ordinators would be Roma. However, it proved difficult in some contexts to find qualified Roma staff who were both able to speak English in order to participate in cross‑country meetings and familiar with inclusive ECEC and community development activities. It was necessary to be more flexible and choose LAT co-ordinators based on their background and experience, rather than their origins. The consortium decided to ask the LATs themselves to select their co‑ordinators, based on the local needs and context. This provided the opportunity to involve both Roma and non-Roma in more effective ways.

Flexibility and contextualisation were also key to the success of the project. TOY for Inclusion applied a flexible and adaptable approach, which was rooted in a clear framework (intergenerational learning, diversity, equity and inclusion in ECEC, integrated services for children and their families and community-based ECEC) and applied in diverse communities and contexts. The adaptability of the approach, rooted in strong foundations, resulted in a variety of activities, all of which were well contextualised and highly effective in responding to local needs.

Outreach activities were designed, keeping in mind the expressed needs of the various groups. Activities included:

• providing transportation for Roma to travel from settlements to the Hub;
• mobile toy library to introduce the Hub in various neighbourhoods;
• involvement of seniors as a way to reach out to more isolated families;
• provision of high-quality cultural and artistic activities for children to also attract middle class families.

Another lesson learnt is that it is very important to consider sustainability of the ECEC Play Hubs from the outset. It was an important issue to address in the initial training of the LATs and at every meeting. The selection of the location of the Hubs is related to sustainability. Local authorities and stakeholders need to be on board from the very beginning. The stakeholder mapping process and the local training events proved important in this respect. All partners reported that setting up the ECEC Play Hub required much more time and effort than anticipated, and this needs to be taken into consideration in the planning phase.

Additionally, medium-term and long-term plans to ensure that the Play Hubs remain operative with or without external funding are also crucial. They proved effective to maintain the trust of families and local services. The role of municipalities is therefore pivotal. This is a core activity in the TOY to Share, Play to Care follow-up project (2019–2021), which is funded by Erasmus+ KA3.

In general, the factors that ensured the success of the Play Hubs were:

• collaboration with local schools that facilitated the building of trust in educational institutions;
• planning intergenerational and intercultural activities, where old and young could play and learn together;
• the presence of Roma mediators that facilitated the building of trust in the project and in the practitioners;
• the informal atmosphere: everybody felt welcomed, without any kind of label;
• workshops guided by professionals, such as artists and sports people, with professionals and local stakeholders (LAT members) involved during planning, implementation and monitoring.

Finally, the TOY for Inclusion consortium showed that good co-operation (i.e. a strong, committed and experienced partnership composed of organisations that already know each other and have a shared understanding of values and approaches) can have a very positive effect on project outcomes and simplify the work. As a result of this co-operation, there was a strong understanding and consensus on important concepts, approaches and topics. An example is the debate between promoting accessibility of services for Roma children and the inclusiveness of these services (i.e. offering services in segregated settlements or attracting the inhabitants of these settlements into a more integrated environment).

TOY for Inclusion includes regular monitoring and evaluation through quantitative and qualitative data collection. This is undertaken on a quarterly basis in all Play Hubs.

In January 2019, the Centre for Early Childhood Research at the Dublin City University Institute of Education (Ireland) began the implementation of an impact evaluation. The conceptual framework of this evaluation was recently presented at the EECERA Conference in Greece.

A mid-term impact evaluation report will be ready in December 2019 and a final report with recommendations for policy and practice will be published in October 2020.

The second phase of the project, TOY to Share, Play to Care, began in January 2019.

Our dream is to have a Play Hub in every city in Europe and for local authorities to embed the TOY for Inclusion approach in their inclusive educational policy.

TOY for Inclusion video

Publications:

• What Works Guide
• TOY for Inclusion Toolkit
• TOY for Inclusion results leaflet (2018)
• TOY for Inclusion Play Hubs posters/visual reports (mid-2018)