Strengthening and professional support for early childhood professionals
The main aim of the project is to learn innovative methods in early childhood education, to improve cooperation between pre-school teachers and parents, and to facilitate the exchange of experience between the partners involved.
What is the project about?
In our Erasmus+ project, our partnership aims to strengthen the support for the continuous professional development of professionals working with young socially disadvantaged children and their parents by providing them with training in a range of methodologies that they can use in their everyday work.
- Škola dokorán - Wide Open School n.o. is a Slovak non-profit organisation dedicated to community development and lifelong learning for socially disadvantaged groups, with a special focus on disadvantaged families with young children who are active at local, national and international level
- CIAPE - CENTRO ITALIANO PER L'APPRENDIMENTO PERMANENTE is an Italian non-profit cultural association that disseminates innovative educational methodologies in Europe. With more than 100 successful projects in Europe to date, CIAPE relies on a network of more than 300 partners across Europe.In 2018, CIAPE launched a brand new co-working space in Rome, "The Apartment", which offers early childhood services to its staff and the general public, with the aim of strengthening social skills through play from birth, assertiveness and empathy, following the Scandinavian model.
- Partners Hungary Foundation, that's us. Our aim is to contribute to the development of a multicultural society, tolerant and in harmony with its environment and nature, able to integrate the values of different cultures at both individual and societal levels.
- A Pomoc Deci is a Serbian NGO, a non-profit organisation that supports quality care and education for children aged 0-18 and their parents.
Expected results of the project
Report on national ECD policies in partner countries
The report stresses the importance of free, high quality and inclusive early childhood education and care in formal and non-formal services. It stresses the need to embrace and support the role of family members in creating learning opportunities for their children and themselves. The increased interest in mapping the ECEC situation in partner countries has led to a number of contemporary international studies and reports on early childhood education. However, there is still a lack of a comprehensive, up-to-date report on national ECD (early childhood) policies in partner countries. This report aims to fill the gap with credible and sound research and subsequent recommendations for authorities responsible for social inclusion and inclusive education policies for young children and their families. The study focuses on early childhood education and care services, mapping the current situation to provide guidance for future developments in the region. The report provides a contextual description and analysis in the context of policies and frameworks for infants and toddlers aged 0-3 years and pre-school children aged 3-6/7 years in partner countries. It examines issues of access, affordability and quality of early care and education services; the sustainability of the measures implemented; and the role of families and the involvement of the wider community.
Toolkit for professionals working with socially disadvantaged young children and their parents
This toolkit can be used to train practitioners, helping them to become better trained professionals. It is based on pedagogical goals, values and approaches that enable children to use their skills in a holistic way. 1) Parenting with confidence 2) Home visiting programme Target groups. Pre-school teachers, Pre-school teachers, Pre-school teachers, Pre-school assistants, Social workers, Community social workers, Toy library staff, Local government representatives, NGO representatives, Community non-formal leaders, Other local stakeholders. Final target group: parents and young children (especially those from socially and culturally disadvantaged backgrounds).
Themes in the toolbox:
- PARENTING WITH CONFIDENCE
- HOME VISITING PROGRAMME - SOCIAL TRUTH TRAINING (Home Visiting Programme)
Respecting diversity (toolkit)
The aim of this toolkit is to revitalise the values of inclusion and democracy in classrooms, schools and kindergartens. It provides guidance to help professionals create an environment in which all children are happy while learning to respect those who are different. It is based on the Persona Doll approach, an effective way to help children aged 2-8 years discover diversity and explore stereotypes. The method offers an effective, non-threatening and enjoyable way to discuss issues of equality and to challenge stereotypical and discriminatory thinking in young children. Target groups. Final target group: parents and young children (especially those from socially and culturally disadvantaged backgrounds).
Contents of the toolbox:
1) PERSONA DOLL METHOD (Persona Doll Method)
2) EDUCATION FOR SOCIAL JUSTICE
Early childhood policy recommendations for EU and national stakeholders
Based on the activities and evaluations, policy recommendations will be made to decision-makers at the level of each partner organisation and at European level in the field of early childhood development. The recommendations will be addressed to decision-makers at different levels - from local (e.g. municipal representatives) to national (e.g. representatives of different ministries and agencies dealing with equal opportunities). An analysis of the conditions for participation of pre-school children in the early childhood education system at national level will also be included in the policy recommendations. The recommendations to policy makers will be both specific (improving the quality and accessibility of pre-primary education for pre-school children, especially Roma children, taking into account the needs of individual children in cooperation with the family, inclusive pedagogy, literacy development, training of parents and early childhood professionals) and structural (involvement of the wider local community, transnational exchange of good practice).
Škola dokorán - Wide Open School, n.o., Baštova 5
81103 Bratislava, Slovakia
Strengthening and Supporting the Early Childhood Development Workforce - ECD PLUS (2021-1-SK01-KA220-SCH-000023601)
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.