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A Guidebook for parents and NGO representatives consist of two thematic units: psycho-motor and psycho-social development of children and youth and development of partnerships between family and educational institutions.

Health and Child is an educational material for professionals and para-professionals working with Romani communities, for Romani parents, grandparents and children at an early age. This material is used for trainings, workshops and home visits. Content of the manual consists from health topics and advices in the area of health, vaccination, regular check-up calendar, etc.

Compendium of games and activities for children is the guide promoting the holistic approach to child development. It is covering five areas: the child in the world of nature, smells and sounds; the child in the world of manipulative games and maths; the child in the world of colors and lines; the child in the world of modeling and research; the child in the world of friends and theater.

To develop a new method of professionalization for low qualified practitioners in the 0-3 sector of the Flemish Community of Belgium, in 2010 Artevelde Hogeschool (University College in Gent) and VBJK (Center for Innovation in the Early Years), with ESF (European Social Fund) funds, started a project called WANDA . The methodology used in Wanda has its roots in the French ‘Analyze de Pratiques’ and in the Anglo-Saxon ‘Appreciative Inquiry’. The Wanda project is a new adaptation of these two methods, that has been successfully developed in 12 ECEC initiatives and in 7 training centers in the Flemish Community of Belgium. The Wanda methodology has also been tested in 4 pilot countries in Europe, and has proven its value.

The framework in which this method takes place is the “reflective practitioner” (Shön, 1983) and the concept of “competent system”. In order to reach quality in the educational system, we need practitioners that are able to negotiate, to deal with uncertainty, to reflect on the meanings of what they think and do (Schön, 1983), to question themselves and constantly find the balance between agreement and disagreement in the group, as stated also in the document edited by the DECET/ISSA Working Group on Professionalism (DECET/ISSA, 2011). The Wanda method aims to increase the professional development of low qualified practitioners and to improve the reflective competences of this group in a context of increasing diversity. This hands-on manual provides insight in the background of the methodology, a clear facilitator manual, as well as toolbox to facilitate sessions.

Growing through sharing together: Needs and aspirations of Romani early childhood professionals report was developed to support  ISSA and Early Childhood Program at the Open Society Foundation to launch The Romani Early Years Network (REYN).  The selected group of practitioners provided information through questionnaires and interviews regarding their continuous professional development needs stating that it would be of great importance to combine formal and in-service training which would result in either certification or diplomas. They also showed significant interest in study-visits as a form of in-service training, and saw value in participating in a European ECD network supporting emerging and established Romani early childhood development professionals, as well as other professionals working in the field of ECD with Roma, Ashkali, Egyptian, Sinti, Gitano and other communities. 

The case study on Rome, Italy focuses on two projects, Sar San (1 and 2) and Stop Roma Apartheid (continued as Aver Drom) implemented by Associazione Luglio 21 Onlus from Rome and ABCitta Societa Cooperativa Sociale Onlus from Milan. The two projects complemented each other: Sar San (since 2013) focused on providing services for Roma children and families living in camps and Stop Roma Apartheid (started in 2014 and continued as Aver Drom since 2015) which focused solely on advocacy on the level of municipality and in national fora. The case study clearly demonstrates both the urgent need for intervention and the challenges of working in a politically and economically hostile environment marked by discriminatory practices and segregation of Roma in Italy. It also showcases the importance of advocacy efforts and actions aimed at addressing child- and human rights and with awareness raising on the importance of inclusion of young Roma children and their families in the mainstream society.

ISSA’s Quality Framework for Early Childhood Practice in Services for Children under Three Years of Age is grounded in the Convention on the Rights of the Child and stands for the centrality of the child and family in conceptualizing, designing and implementing programs dedicated to this age group, no matter the type of service, program, or sector.

It comprises 31 principles and 143 recommended practices, grouped around 9 Focus Areas, thus covering the complexity of the practices and responsibilities that binds all professionals working in early childhood services.

Through this framework, ISSA launches an invitation for dialogue and joint action among practitioners, managers, policy- and decision-makers, program coordinators, trainers/mentors from all sectors and institutions active in early childhood systems, so they may develop an articulated vision and a shared understanding around quality practices impacting the lives of the youngest children.

The first book in the series Policy and Pedagogy with Under-three year olds: Cross Disciplinary insights and innovations establishes a path for the much-needed examination of the experiences of infants and toddlers in contemporary educational settings across the globe.  Bringing together internationally renowned scholars in the field, it starts a series of discussions about the positioning of under-three year olds in contemporary practice and policy contexts. It takes an in-depth look at what this means for our understanding of under-three year olds and those who share their worlds. Featuring some of the most important contemporary topics in this pedagogical domain, such as care, well-being, belonging, professionalism and status, the contributors offer a kaleidoscope of perspectives for contemplating the new normality of very young children living their lives in group-based early childhood settings, and what gives rise to their current realities. It also explores some important policy directions and trends.

The chapter Quality Framework for Early Childhood Practices in Services for Children Under Three Years of Age: Starting Regionally – Moving Globally, is ISSA's contribution to the first book in the new Springer series, Under-three Year Olds in Policy and Practice.  The chapter describes participatory process of development of  ISSA's Quality Framework and shares the insights from the pilots on the multiple uses of the Quality Framework to address systemically the issue of quality within a ‘pedagogy of care’ in Bulgaria, Lithuania and Slovenia.   

Roma Empowerment and Support for Inclusion Report - Synthesis report of the Case Studies in Ghent, Belfast and Rome summarizes the cross-national issues regarding Roma empowerment and support for inclusion with a specific focus on young children such as parenting support, access to quality early childhood services, awareness on Roma inclusion and importance of early childhood development and capacity building and agency of Roma actors. The policy recommendations presented in the publication are the result of the policy round table meeting organized by ISSA in partnership with Bernard van Leer Foundation in Brussels and they highlight different ways for breaking the barriers for inclusion such as existence of political will and finances; the role of mediators, comprehensive and strength based approach and  support to families. 

The case study is available in English.

The Role of Psychologist in Early Education is the first guidebook created for psychologists working in early childhood settings. The psychologists in Georgian kindergartens are one of the personnel responsible for development of inclusive practice in kindergartens. 

The case study of  the Roma Community Outreach (RCO) project in Belfast, Northern Ireland  features the potential of small scale community based interventions and the need to have strong anti-discrimination, social justice and peace-building components when working on Roma inclusion.

The Roma Community Outreach (RCO) project in Belfast, Northern Ireland was implemented by the Community Foundation for Northern Ireland, Mediation Northern Ireland and South Belfast Roundtable. The project was aimed at empowering Roma parents and grandparents with young children (birth to age 5) through programmes aimed to increase their parenting skills and employability. The project was guided by a slogan “Nothing about us, without us” and promoted Roma leadership and participation in many different capacities, with a strong emancipation component for the Roma community through professional development opportunities. This case study features the potential of small scale community-based interventions and the need to have strong anti-discrimination, social justice and peace-building components when working on Roma inclusion.

The case study is available in English.

Ponies from the Land of the Rainbow: A collection of pro-diversity stories | Căluții din ținutul curcubeului: O colecție de Povești pro-Diversitate. This resource is a collection of children's stories designed to awaken empathy and appreciation for diversity through the use of colorful metaphors.

The manual for organizations and outreach workers - Establishing and Management of Outreach Work in Support to Early Childhood Development of Children from Marginalized Groups is a result of the project "Supporting the Early Childhood Development of children from marginalized groups in Novi Sad" implemented in 2015/2016 and financed by Otto per Mille Valdese Organization.

This manual is a contribution to the development of low budget, practical, outreach programs in the local community which can have a huge strategic impact on social inclusion of Roma and other vulnerable groups including families coming from poverty, families with children with developmental delays and difficulties, single parent families or foster families. The manual can be used by organizations willing to start similar programs and also by field workers including volunteers.

This resources provides in depth information needed to adapt early childhood education and care programs to be inclusive. Special focus is on inclusion of ethnic minorities, in particular the Roma, inclusion of children with special needs, and avoiding gender stereotyping.

The Learning for Well-being Magazine was created in 2016 by the Learning for Well-being Foundation and is published online twice a year. The articles are free to download. Each issue explores a theme of interest for all those who wish to expand their perspectives on creating and encouraging inclusive and supportive societies, cultivating capacities and environments that place well-being at the centre of all our endeavors. The themes are explored from multiple perspectives by inviting contributors who work (and learn) in different fields, professions, disciplines and countries.

To date, the themes have included: Measuring what Matters (January 2016); Relationships for Learning (September 2016); Engaged Participation (March 2017); Meaning and Purpose in all our Endeavors (September 2017); Living Systems (April 2018)