Malta’s free childcare success must now prioritise inclusion

Over the last decade, Malta has witnessed an extraordinary transformation in early childhood services. Driven by the introduction of the free childcare scheme, attendance has surged, yet, this rapid expansion has highlighted a critical gap in our system: the reality of inclusion for our youngest and most vulnerable citizens.

Free childcare has improved access by opening centres to families from across society but research into how genuinely inclusive these centres are remains limited. This lack of data inspired a recent study titled ‘Inclusive Practices in Maltese Childcare Settings’, which sought to understand what helps – and what hinders – the inclusion of infants and toddlers with disabilities.

The research found that successful inclusion often boils down to the people on the front lines. Beyond physical accessibility or structural features, the most significant ‘enabler’ of inclusion is the attitude and skill set of educators.

When educators display genuine empathy, passion and a ‘child-at-heart’ philosophy, children flourish.

Inclusion thrives when childcare is viewed not just as meeting basic needs, like hygiene and nutrition, but when decisions are based on the good of all children.

These positive attitudes towards children often foster more inclusive approaches, such as a greater openness to collaboration. When parents, educators and professionals work together, they can alleviate the stress of early assessments and focus on a child’s strengths rather than their limitations. This collaboration forms the basis of inclusive planning, which ensures that all needs are met.

Furthermore, the flexibility of Malta’s pedagogy in childcare allows educators to adapt learning opportunities to a child’s specific interests. This personalised approach, rooted in observation rather than a rigid curriculum, is vital for success in the early years. By adopting flexible learning approaches, educators can better engage every child, regardless of ability.

Despite these success stories, significant hurdles remain. At the heart of the problem lies a persistent training gap. Currently, national standards require educators and managers to hold Level 4 and Level 5 diplomas, respectively. However, participants in the study reported that this training often leaves them feeling inapt and unprepared to support children with disabilities. This lack of preparation breeds fear and anxiety, which can lead to poor decision-making.

Perhaps most damaging is the current ‘wait and see’ approach to support. Under the existing structure, educational institutions often wait for an official diagnosis before providing resources. In the world of childcare, where early intervention is critical, waiting years for a diagnosis is a luxury we do not have. This systemic delay leaves centres to fend for themselves and risks wasting the vital window of a child’s early development.

When educators display genuine empathy, passion and a ‘child-at-heart’ philosophy, children flourish- Jefflyn Grech

The study also uncovered a sobering reality: the threat of direct exclusion. Because the free childcare scheme lacks a flexible ratio system and centres often perceive a lack of resources, some children are being denied service altogether. Parents and staff raised concerns that inadequate support could place some children at risk or lead to their disengagement from learning.

The financial backing of policies is key in this regard and, considering our national commitments towards inclusion, a point that should be rectified.

On paper, Malta’s childcare policies are robust and align with international best practices. However, there is a clear disconnect between policy and practice. Without adequate financial backing and professional support structures, these policies often remain shelved because staff feel they cannot enact them properly.

To move forward, the research proposes turning childcare centres into hubs for collaboration. Rather than professionals merely visiting for an assessment or a yearly meeting, they should be integrated into the centre’s community, providing training, coaching  and tiered support for children educators, families and educators alike.

Tiered support can take many forms but the basis is always supporting all children. This professional presence would form the basis of the service and would also act as a gate for further support. The next step would see professionals involved in planning and working with children during learning opportunities.

A speech and language therapist can ensure that speech support is embedded in everyday learning. Lastly, any further support on a more personalised approach is readily available depending on the needs of each child. An audit of current training programmes is also essential to ensure a greater focus on inclusive attitudes and practical skills.

With systemic investment and a shift away from the ‘wait and see’ culture, Malta can move beyond merely providing childcare spaces and start ensuring that every child, regardless of ability, has a place within them.

Jefflyn Grech has spent 16 years working in inclusion within the early years sector and currently serves a manager responsible for quality and inclusion in non-formal education.

This research and the resulting Master in Access to Education degree were made possible thanks to the support of the Tertiary Education Scholarship Scheme (TESS).