ECERS - 3 and Children with special needs

In Denmark 90 % of the children attend to kindergartens so we have the best chances to create equality among the children and give everybody a chance to do well in Kindergarten and later in school. But we still struggle with reproduction of negative social heritages in the terms of lack of education, weak employment rate and criminal behaviour, health issues and low well-being. 
 
The study is a part of a larger research with focus on establishing a baseline for quality in Denmark by measurements in ECERS- 3 in four municipalities. We investigate also alignment between ECERS- 3 and Danish legislation and praxis in the field (Næsby, 2017).  The research question 
 
What is high quality in kindergarten in Denmark? And how can we establish coherent between quality and equality in access for leaning and well- being for every child?  In our part of the study we look into a more specific and focused sup question – 1) How can kindergartens provides equality in learning by pedagogical approaches , structures, cooperation with parents , activities? 2) How matches the criteria in ECERS-3 as a measurement tool the focus on children with special needs?   The study investigates how a high qualitative kindergarten in practice meets the needs of children who have low social economic status and struggles with ex social, cognitive or personal development.