Amirul Mukminin, - (2021) METHODICAL HANDBOOK FOR CULTURAL AND SOCIAL DIVERSITY IN PRESCHOOL EDUCATION. In: METHODICAL HANDBOOK FOR CULTURAL AND SOCIAL DIVERSITY IN PRESCHOOL EDUCATION. University of Trnava, pp. 1-165. ISBN 978-80-8140-492-4

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Abstract

The main aim of the project, which is behind this publication, was to create and strengthen international partnerships between workplaces and institutions that have a similar focus and try to solve similar theoretical and practical issues. Thus, within the framework of this project, a partnership was formed between three Cen- tral European universities (Slovak Trnava University in Trnava, Hungarian Sopron University, Bulgarian University of St. Cyril and Methodius in Veliko Turnovo with their pedagogical faculties), one university in Indonesia (Semarang State University in Central Java) and selected kindergartens from participating European countries. All the participating institutions have in common that they devote themselves in- tensively to early and pre-school education. Universities through the training of teachers of preschool education, research in the field and the development of conceptual materials for this segment of education. Kindergartens through the direct practical implementation of early and pre-school education and through the practical dealing with the challenges and problems that today's early childhood education is confronted with. The participating European countries also have in common that they represent countries with a similar historical experience of the communist regime and sub- sequent post-socialist development and democracy building at all levels of social life, including education and training. The paradox is that, at least in the field of education and pedagogy, these countries stopped maintaining contact with each other, did not cooperate and did not have systematic information about themsel- ves, so the development of pre-school education was not similar and it was not based on sharing experiences or failures, which could influence the own potential of individual countries. We have deliberately provoked the cooperation of these countries in order to mul- tiply the potential of individual countries by international cooperation and coordi- nation of the development of those areas of early childhood education and care which are common and clearly have a transnational dimension. The partnership has revitalized the involvement of a university from a completely different cultural bac- kground, Indonesia, and the reason for enriching the project was the central theme of the project, namely cultural and social diversity in early and pre-school education, together with strengthening inclusive approaches to education as there is a direct answer to how to work with diversity in pre-school education today. Indonesia is not only different and a country very distant from us, it is really very culturally, geographi- cally, socially, linguistically, religiously differentiated, so unlike our conditions, at least the minimum level of inclusiveness is genetically encoded in it, which is for current European inclusive policy education an extremely instructive case.

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