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51 Country Overviews

Belgium  

Author(s)

  • Marleen Rosiers, Erasmus Brussels University of Applied Sciences & Arts
  • Mart Achten, Erasmus Brussels University of Applied Sciences & Arts

Abstract

The development of practices for promoting early childhood social and emotional skills (SES) development is organised at a regional level in Belgium, as the communities (Flemish, French and German speaking) are in charge of education and welfare. Belgium has a split system for the organisation of early child education and care. This country overview is describing the situation in the Flemish community.For childcare provisions for children under 2.5 years of age, a pedagogical framework for childcare for babies and toddlers, came into force in 2014. One of the main goals of the framework is to ensure the well-being of the child, (Laevers, et al., 2015).Four areas of experience are defined to offer each child integrated development opportunities (Kind & Gezin, 2019). These areas of experience integrate social-emotional learning competences like self-confidence, self-awareness, self-management, relationship skills and social awareness.For pre-primary education, the Flemish government defined broad developmental objectives, in terms of knowledge, understanding, skills and attitudes. The goals related to social and emotional learning are situated in the learning area “human and society”, which include self-awareness, social skills, society, time and special orientation (onderwijsdoelen.be). Very specific for working on social and emotional skills with young children in the educational system in Belgium is that the pursuit of objectives in this area always takes place in an integrated and implicit manner. Social skills are applied and practised in (simulated) realistic settings. Teachers practise a basic attitude that is centred around observation and responding to the needs of children. For the specific assessment of SES, ECEC services select tools or measurements they find most suited for this topic. The Leuven Scale for Well-Being and the Leuven Scale for Involvement are instruments commonly used in this respect.

References

  • CEGO, The Center For Well-Being & Involvement. (n.d.). www.cego.be
  • Decreet betreffende de kwaliteit van onderwijs (2009). Consulted from data-onderwijs.vlaanderen.be
  • Hulpia, H., Peeters, J. & Van Landeghem, G. (2014) Study on the effective use of Early Childhood Education and Care (ECEC) in preventing Early School Leaving (ESL). Case study report Belgium (Flanders)
  • Kind & Gezin (2014). Measuring and Monitoring Quality in Childcare for Babies and Toddlers. A Pedagogical Framework for Childcare for Babies and Toddlers. Retrieved from: https://www.kindengezin.be/img/pedagogische-raamwerk-engelseversie.pdf
  • Laevers, L., Moons, J., Daems, M., Debruyckere, G., Declercq, B., Silkens, K., Snoeck, G. (2005). SICS (ZIKO). Well-being and involvement in care. A process-oriented self-evaluation instrument for care settings. Brussel: Kind & Gezin.
  • Nusche, D., G.Miron, P.Santiago, R.Teese, (2015), “School education in the Flemish Community of Belgium”, in OECD Reviews of School Resources: Flemish Community of Belgium 2015, OECD Publishing, Paris. DOI: https://doi.org/10.1787/9789264247598-5-en
  • www.onderwijsinspectie.be
  • www.onderwijsdoelen.be
  • Schreyer, I., & Oberhuemer, P. (2017). “Belgium – Key Contextual Data”. In Workforce Profiles in Systems of Early Childhood Education and Care in Europe, edited by P. Oberhuemer and I. Schreyer. www.seepro.eu/English/Country_Reports.htm
  • Verhaeghe, K., H Wastijn, B. (2018). “ECEC in the Flemish Context, Belgium – Erasmus College”. In The Intercultural Needs of Educators in Early Childhood Services.

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CO-021-Belgium.pdf