The THRIECE (Teaching for Holistic, Relational and Inclusive Early Childhood Education) project was a response to the significant shift in European education towards neoliberal discourses that devalue learning not regarded as having utility in a global economy. The relentless drive for ‘quality' has resulted in narrowing of curricula, standardisation of achievement through testing and international ranking, and a fixation on quantitative measurement as the arbiter of quality education. The THRIECE partnership believed that this conceptualisation of quality was insufficient and potentially damaging. Early Childhood Education and Care (ECEC) has been widely promoted as a means to achieving inclusion for the 508.5 million young people in Europe, and THRIECE aimed to address the worrying focus on bringing settings (structural indicators) and children (outcome indicators) to predetermined fixed points, irrespective of background or culture. The THRIECE project was of the view that such..