Knowledge Hub

DownloadThis guide supports a wide range of professionals working alongside parents and caregivers in both special and mainstream systems to manage and implement the ongoing transitions that affect how special and mainstream institutions provide services and coordinate actions. This includes those who may be special educational needs teachers, special pedagogues, psychologists, teaching assistants, or sign language interpreters. It also includes mainstream teachers and other school staff working to support improvements in provision, which promote quality inclusive education for all children at preschool and school level. The guide introduces the principles of inclusion along with ideas and strategies that can be used to manage change. This guide serves two purposes. First, it provides information and strategies that can help solve problems and manage change. Second, it facilitates self-directed professional development that helps empower staff to fulfill the leadership role expected of resource centers.

  read the excerpt Contact us to purchase a licenseEmbracing Diversity Training program for adults promotes the values of anti-discrimination, anti-bias, equity and respect for diversity in different settings: in communities, at the workplace, and in society. Embracing Diversity guides participants through a process of personal transformation, which helps them to become agents of change towards inclusive and social cohesive societies.During the training, participants get theoretical overview and knowledge about most relevant concepts related to diversity, interculturalism, equity and social justice and they also build critical consciousness trough naming reality, giving voice to those who are usually silenced and by building alliances. The program consists of well-elaborated theoretical part, guidelines for reflection and 25 training sessions. Additional materials and resources listed can serve for adaptation of the program to meet the needs of diverse participants and specificity of different contexts.  

Find the resources here  Parenting on the Move (PoM) has been developed to help parents create an environment of resilience, well-being, and education for kindergarten and school age children during situations of migration and refugeehood. PoM offers psychosocial support, education, and entertainment, as well as encouraging family cohesion and intercultural exchange.The program has three components: parent workshops, family workshops (led by trained moderators), and materials for activities that parents and children can engage in, in a family setting.As a program package, PoM provides a comprehensive framework for implementing the program through a) training of the facilitators of the workshops; b) mentoring through the implementation; c) monitoring and evaluation.Watch the interview about the program. 

A guidebook which aims to support and inform the work of kindergarten teachers engaged in kindergartens in refugee camps on the Aegean islands, but can also be of help in various kindergarten settings. The guidebook besides hints on how to support kindergarten teachers, addresses topics such as creating safe, well structured, child friendly, and stimulating environments in camps; providing psychosocial support to children and families and dealing with trauma; supporting children who do not speak language of instruction. In the guidebook for each of the topics a set of suggested hands-on activities is provided alongside with theoretical explanations of the rationale behind them.

DownloadIn this VALUE endline report, the following question is examined: How can continuous professional development (CPD) strengthen professional identity, holistic approaches to educational work (educare) and cooperation between core and assisting practitioners working within the field of Early Childhood Education and Care (ECEC)? This question is explored through pilot projects conducted by research groups located in four different countries (Belgium, Denmark, Portugal and Slovenia). The report highlights the findings from the pilot projects in the four countries.The report first presents the different VALUE pilot projects as snapshots from the four countries. It is then followed by a description of the overall lessons learned from the projects and the insights that emerged regarding important conditions at both policy and practice levels, which can be used as a framework for the future development of CPD at all levels of ECEC. Finally, we present our conclusions and make a number of recommendations based on the descriptions and examples in this VALUE endline report.

DownloadOne in a hundred Roma makes it to University, why is that? The study One in One Hundred: Drivers of Success and Resilience among College-Educated Romani Adolescents in Serbia, is a collaboration between the François-Xavier Bagnoud Center for Health and Human Rights at Harvard University (Harvard FXB) and the CIP - Center for Interactive Pedagogy ISSA's member from Belgrade, Serbia. The research goes beyond the scrutiny of educational deficits and obstacles to find out what actually works.Although the focus of this research is on Serbia, the statistics (and related patterns) reverberate throughout Europe. As Dr. Margarete Matache, director of the FXB Roma Program, concludes, “Instead of focusing on Roma ‘behavior’ to improve the educational performance of Roma students, both research and policy development need to target the deeply prejudicial and rights-violative institutional and societal enviroments in which Roma try to access their right to education.”Researchers studied the responses from surveys, interviews, and a “Writing Romani Lives” workshop conducted with 89 Romani adolescents who made it to college and 100 who did not. The findings showed that strong teacher and peer support systems, access to early childhood development services, and a high level of education among immediate family members corresponded to educational success. 

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ISSA Member: Step by Step Czech Republic, Czech Republic What happened?Since the start of the war in Ukraine, over 120,000 Ukrainian children have arrived in the Czech Republic. Schools faced the urgent task of welcoming and integrating these children into classrooms already under pressure.   What was needed? How did they respond? There was an urgent need to equip teachers and support staff with practical tools for welcoming Ukrainian children and easing their transition into Czech schools. In response, Step by Step ČR organized webinars—titled “We have new Ukrainian classmates”—to guide educators on inclusion strategies, communication, and emotional responsiveness. They also obtained a grant to train teaching assistants who would work directly with Ukrainian children in schools and kindergartens in the new school year.  Key challenges: Solutions: Step by Step ČR’s initiatives aligned with a broader goal: creating a classroom climate of empathy and mutual learning between Czech and Ukrainian students. Their advocacy highlighted the importance of emotional preparation alongside educational integration. As an ISSA Member, Step by Step ČR leveraged the network’s pedagogical expertise and inclusive education philosophy, actively promoting values of empathy, connection, and equity between Czech and Ukrainian students.  What's in place? What's missing? Step by Step ČR’s webinars and assistant training strengthened educators' capacity to include and support Ukrainian pupils. Yet, without an institutionalised, state-led training framework for crisis scenarios, such vital workforce support remains dependent on civil society. Embedding staff training in system preparedness frameworks is critical for equitable and effective early childhood support, even more during and after crises.  Being part of a regional network: Advantages of ISSA membership Membership in the ISSA network allows us to share experiences and learn from colleagues in other countries who are facing similar challenges. This enabled us to respond quickly to the needs of schools welcoming Ukrainian children and to draw inspiration from proven practices elsewhere in Europe. At the same time, ISSA gives us the opportunity to be part of a broader regional voice that highlights the need for systemic change. This strengthens our influence with policymakers and allows us to advocate for sustainable, long-term solutions.  Recommendations National policymakers:  Local/national actors  Private donors  Professionals/practitioners   Explore further: Step by Step ČR is helping Ukrainian children settle into Czech schools | ISSA Mini video from the training Leaflet – Ukrainian Children in the Classroom: An Opportunity for Inclusion Final Project Report: Ukrainian Children in the Classroom – An Opportunity to Embrace Inclusion Presentation for NCS – Donor of the Project Supporting Ukrainian Children News on the SbS CR Website  “At first glance, it seemed that the children had adapted. But the frustrations they experience are often hidden – and therefore even more dangerous.”   “Without a teaching assistant, the inclusion of Ukrainian children is almost unsustainable for teachers.”   “The school has become the only place where families come into contact with the Czech environment – it not only provides education, but also translation and orientation support.”   “Teachers in the Step by Step program do not need to make major changes – their strategies work equally well for children with a different mother tongue.”   “Sharing good practices is the most effective way to motivate and support teachers in inclusion.’’ISSA Member: Partners Hungary Foundation, Hungary   What happened? In February 2022, when Russia invaded…ISSA Member: Trust for Social Achievement and Worldwide Foundation for Vulnerable Children, Bulgaria   **What h…ISSA Member: Step by Step Centre for Education and Professional Development, Romania   What happened? In…

ISSA Member: Step by Step Educational Program, Moldova What happened? Since the beginning of the Ukraine war, over half a million refugees have passed through Moldova, many staying in the country. In response, Step by Step Moldova (SbSM) launched Day Camps in Chișinău, offering non-formal, flexible educational and psychosocial support to Ukrainian refugee children and families.   What was needed? How did they respond? Many children were not registered in the formal system due to language barriers or hopes to return home. Schools lacked space and resources. SbSM stepped in with accessible Day Camps, non-formal programs hosted at the National Puppet Theatre, delivering inclusive recreational, learning, and emotional support in trusted, creative environments.  Key challenges: Solutions: SbSM partnered with the National Puppet Theatre, UNICEF, and NRC, World Vision International, Amna (UK) expanding non-formal offerings and reaching more children and families. The welcoming environment, flexible structure, and bilingual Ukrainian educators helped families feel included and supported.  SbSM drew on ISSA-designed resources, specifically the Foundational Training on Psychological First Aid (PFA) and trauma-informed practices, to equip their educators with trauma-informed competencies. This training equipped teachers to better support refugee children’s emotional needs.  What's in place? What's missing? Step by Step Moldova’s use of psychological first aid and trauma-informed training empowered educators to respond compassionately to refugee children's emotional needs. Yet, the absence of an integrated, state-led professional development framework for crisis settings means that such capacity depends on civil society engagement. Embedding staff training into national preparedness systems is essential for scalable, consistent, and responsive early childhood support in future crises.  Being part of a regional network: Advantages of ISSA membership Step by Step Moldova (SbSM) as an ISSA member developed a systemic approach to change in ECD, which turned to be very important, including in times of national education reform initiatives, when SBSM contributed to new ECD policy documents focused on child-centeredness. Still, most importantly, SbSM continuously supported through various projects the translation of the educational policy discourse into practice. Thus, in the last five years SBSM got accreditation from the National Quality in Education Association for its 20-credits program Translating Child-Centered Education Into Practice¸ which has at its core the ISSA QRP, the experience of developing authentic videos for focused critical discussions and mentoring. Recommendations Still, at the system level there is still a considerable gap between the formal discourse of change and the classroom practice. This makes it even more important to invest into relevant workforce capacity building, since formal trainings are not very efficient in this sense. As SbSM/ISSA experience has shown, practice oriented, reflection-building and experience sharing training sessions and mentoring have really a transformative potential. Donors’ investment in such workforce capacity development is more likely to produce qualitative rather than discursive change in the education system.National policymakers:  Local/national actors  Private donors  Professionals/practitioners Explore further: Non-formal education for refugee children in Moldova | ISSAISSA Member: Partners Hungary Foundation, Hungary   What happened? In February 2022, when Russia invaded…ISSA Member: Trust for Social Achievement and Worldwide Foundation for Vulnerable Children, Bulgaria   **What h…ISSA Member: Step by Step Centre for Education and Professional Development, Romania   What happened? In…

*ISSA Member: ACEV What happened?On February 6, 2023, two major earthquakes struck southeastern Turkey, affecting 11 provinces, causing large-scale displacement, and disrupting essential services for children and families. Many communities, especially in rural areas and small settlements, faced long-term interruptions to early childhood education and support.   What was needed? How did they respond? Children in remote villages and small container settlements were left without safe learning spaces, structured activities, or developmental support. Caregivers lacked guidance on supporting their children’s well-being in the aftermath.  In addition to setting up Child and Family Centers in major temporary shelters, AÇEV deployed mobile education units to deliver six-week structured early learning for children and POWER Program for women directly to underserved areas in Hatay and Gaziantep. These mobile units brought play-based learning, art activities to children aged 3–6 and women empowerment sessions to women, ensuring that even those far from centralized services could access early childhood development opportunities.  Key challenges: Solutions: Collaboration with the Ministry of Family and Social Services and donors such as UNICEF, Vodafone Foundation, Fondation de France, James Dyson Foundation and CitiBank enabled rapid mobilisation of resources, staff recruitment, and local permissions. Local community leaders facilitated access to villages, increasing reach and trust.  Through ISSA’s network, AÇEV could draw on global ECD in emergencies guidance, share mobile outreach practices with peers, and position its model as an adaptable approach for other crisis contexts. The network link also amplified advocacy for integrating mobile delivery into national emergency preparedness plans.  What's in place? What's missing? AÇEV’s prior expertise in program delivery and trained local staff provided a foundation for adaptation, but the absence of ready-made rural delivery systems created a risk of leaving remote families without services. Mobile units bridged this gap, ensuring inclusion and continuity.  Being part of a regional network: Advantages of ISSA membership Being part of a regional network like ISSA helps members learn from each other, share knowledge, and improve their work through training and support. The network also makes it easier to build partnerships and work together across countries. For example, ISSA helped AÇEV share its programs by supporting translation into different languages and encouraging others to use them. These kinds of networks help good ideas grow and reach more people. Recommendations National policymakers:  Local/national actors  Private donors  Professionals/practitioners  Explore further: AÇEV website: AÇEV- Deprem Bölgesi Çalışmaları AÇEV in the earthquake zone on the first anniversary of the earthquake report: Depremin Birinci Yılında Deprem Bölgesinde AÇEV AÇEV Mobile Learning Units YouTube video: AÇEV Mobile Learning Units in the Earthquake RegionISSA Member: Partners Hungary Foundation, Hungary   What happened? In February 2022, when Russia invaded…ISSA Member: Trust for Social Achievement and Worldwide Foundation for Vulnerable Children, Bulgaria   **What h…ISSA Member: Step by Step Centre for Education and Professional Development, Romania   What happened? In…

ISSA Member: Transcarpathian Regional Charitable Fund Blaho, Ukraine What happened?When the war in Ukraine erupted, the Transcarpathian Regional Charitable Fund Blaho, already serving Roma children in Transcarpathia, transformed its child education centre into a Station of Hope shelter. It went even further, renting a former restaurant to increase capacity to host internally displaced families. Those two spaces became safe havens where children and families could access both humanitarian aid and emotional support. Teachers continued their work with the support of psychologists, providing young Roma and internally displaced children and their families with learning opportunities, psycho-emotional care, thus sustaining continuity of support during a crisis.   What was needed? How did they respond? Displacement threatened the well-being of Roma and marginalised families, especially children under six. Recognising this, Blaho repurposed its educational centre as a community sanctuary. Teachers adapted practices to meet trauma-affected children’s needs, offering psycho-emotional support to infants and preschoolers, while preserving educational continuity for ages two to five.  Key challenges: Solutions: As the host of Ukraine’s Romani Early Years Network (REYN), Blaho’s efforts reflect robust community engagement. Their partnership with the ISSA Network Hub, War Child Holland and Minderoo Foundation amplified their capacity to reach marginalised families and provide both safe environments and essential care.  What's in place? What's missing? Blaho’s swift conversion of their educational centre into a trauma-responsive shelter and its entrepreneurial efforts in renting (and later buying) another space to increase its hosting capacity demonstrate how flexible service delivery and inclusive access can protect young children in crisis. However, the absence of formal frameworks, like pre-arranged emergency ECD shelters, means that such responsiveness currently depends on local initiative, leaving gaps across other vulnerable communities.  Being part of a regional network: Advantages of ISSA membership Blaho’s membership in ISSA and their leadership in the REYN initiative underscore how localised, culturally responsive institutions can rapidly adapt and deliver inclusive services during crises, leveraging shared learnings and networks to support vulnerable children.  Recommendations National policymakers:  Local/national actors  Private donors  Professionals/practitioners   Main Takeaways: Blaho’s example demonstrates that inclusive access is achieved not merely by opening doors, but by proactively redesigning service delivery, building trust in marginalized communities, and sustaining flexible outreach even in crisis. Supporting Roma and displaced children demands culturally responsive practice, adaptive service models, and inclusive policy commitments before and during emergencies.  Explore further: Meet new ISSA Member: Transcarpathian Regional Charitable Fund "Blaho" | ISSA Hear me – See me – Stand with me! - REYN UkraineISSA Member: Partners Hungary Foundation, Hungary   What happened? In February 2022, when Russia invaded…ISSA Member: Trust for Social Achievement and Worldwide Foundation for Vulnerable Children, Bulgaria   **What h…ISSA Member: Step by Step Centre for Education and Professional Development, Romania   What happened? In…

ISSA Member: Ukrainian Step by Step Foundation, Ukraine What happened?By May 2022, Trostianets, a city in Ukraine’s Sumy region, had none of its kindergartens open following war-induced destruction. With support from War Child Holland, Ukrainian Step by Step Foundation (USSF) worked closely with the local municipality to reactivate local early childhood settings by providing essential materials (furniture, toys, meals, stationery), enabling kindergartens to reopen in safe conditions by June and September. Alongside physical reconstruction, ECEC staff received Psychological First Aid (PFA) training to support emotional recovery for children and families.   What was needed? How did they respond? Children returning to the community needed safe, supportive environments that addressed both physical risks and emotional trauma. Trostianets educators were rapidly trained to create safe learning spaces, even in bomb shelters, and to facilitate healing-centred play and interaction, helping children process their experiences.  Key challenges: Solutions: The joint effort of the Ukrainian Step by Step Foundation, the ISSA Network Hub and War Child Holland ensured a coordinated response: heart restored to damaged education infrastructure and emotional resilience built into the reopening of kindergartens. The cross-sector collaboration made timely, context-sensitive action possible. What's in place? What's missing? Trostianets benefited from quick action to reopen kindergartens and from ECEC staff equipped with Psychological First Aid skills who could adapt learning spaces even under blackout conditions. Yet, without a formal, emergency-ready ECD infrastructure or crisis-specific delivery guidelines, the resumption of safe learning relied heavily on individual efforts rather than on a coordinated, systemic framework.  Being part of a regional network: Advantages of ISSA membership  Recommendations Stakeholders at all levels should focus at the following priorities: National policymakers: providing legal documents. Local/national actors: funding, coordination with other stakeholders Private donors: providing financial and other support (materials, training) Professionals/practitioners: training on the providing psychosocial support to children and parents, to develop their own resilience. Explore further: https://issa.nl/index.php/content/psychological-first-aid-training-guards-childrens-safety-trostianets-ukraineISSA Member: Partners Hungary Foundation, Hungary   What happened? In February 2022, when Russia invaded…ISSA Member: Trust for Social Achievement and Worldwide Foundation for Vulnerable Children, Bulgaria   **What h…ISSA Member: Step by Step Centre for Education and Professional Development, Romania   What happened? In…

ISSA Member: Partners Hungary Foundation, Hungary What happened?In February 2022, when Russia invaded Ukraine, many Hungarian-speaking Roma families fled to Hungary. Children arriving in border areas and Budapest faced instability, trauma, and limited access to safe environments, play spaces, and education.   What was needed? How did they respond? Partners Hungary Foundation mobilized quickly at train stations and temporary shelters, supporting refugee families—especially Roma. They provided play-based activities for children and legal guidance for families on registering for social security numbers, healthcare, and residency. A Mini PlayHub was established near Lake Balaton (Fonyód), offering non-formal education, psychosocial support, and a welcoming environment for displaced children and their caregivers.  Key challenges: Solutions: This response was built on strong collaboration between Partners Hungary, Nesting Play, local municipalities, War Child, UNHCR partners, ICDI and the ISSA Network Hub. Collaboration enabled resource sharing and replication of good practices. Children had access to environments where they could recover, play, and reconnect. Trust between Roma and Ukrainian families grew through shared participation and learning.  What's in place? What's missing? While strong NGO capacity enabled a rapid and compassionate response, the absence of a formal, system-level preparedness framework limited the scale and consistency of support. Without coordinated government leadership, the response remained fragmented and dependent on local initiative. This example illustrates both the strength of a responsive civil society and the critical need to institutionalise ECD-specific preparedness within national systems to ensure young children are not left behind in future emergencies.  Being part of a regional network: Advantages of ISSA membership ISSA provided vital support through: training-of-trainers programs, enabling cross-country knowledge exchange and peer learning with other members in Ukraine and countries receiving Ukrainian refugees. Being part of ISSA meant rapid access to tools, capacity-building, and a community of practice — all of which helped Partners Hungary respond swiftly and effectively. Recommendations National policymakers:  Local/national actors  Private donors  Professionals/practitioners ISSA Member: Trust for Social Achievement and Worldwide Foundation for Vulnerable Children, Bulgaria   **What h…ISSA Member: Step by Step Centre for Education and Professional Development, Romania   What happened? In…ISSA Member: Comenius Foundation for Child Development, Poland   What happened? Following the outbreak o…

ISSA Member: Comenius Foundation for Child Development, Poland What happened?Following the outbreak of war in Ukraine in early 2022, over 1.6 million refugees arrived in Poland—most were women and children. The national system struggled to meet the needs for childcare and early education, prompting urgent intervention.   What was needed? How did they respond? Parents, especially mothers needing to work, needed safe, full-day early childhood care for their young children. The Comenius Foundation for Child Development created the SPYNKA program, launching drop-in childcare centres adjacent to reception points for children aged 2-6 years old. The program expanded to include Ukrainian-Polish:  Key challenges: Solutions: SPYNKA was implemented in partnership with UNICEF, local municipalities, NGOs, and international agencies. Though many municipalities lacked space, Comenius Foundation rented their own centres to ensure service continuity. This close coordination enabled consistent, full-day care, helping refugee children find stability and integration, while parents gained time and support to rebuild their lives.  What's in place? What's missing? SPYNKA is a compelling example of how rapid, locally driven contingency planning can meet urgent early childhood needs in crisis. Comenius Foundation’s agile approach and community response were vital—but the absence of formal, state-level contingency systems means such programming remains contingent on civil society. To ensure consistent, equitable access for all refugee children in future crises, early childhood care must be integrated into national preparedness frameworks.  Being part of a regional network: Advantages of ISSA membership Membership in ISSA provides the Comenius Foundation team and smaller non-governmental organisations cooperating with us with access to knowledge and a network of organisations that share their experiences. We have the opportunity to participate in international activities to strengthen advocacy efforts regarding the importance of early childhood. In the event of a crisis, we can be sure that we will not be left alone and that we can count on substantive and organisational support.  Recommendations National policymakers:  Local/national actors It is necessary to strengthen the integration and networking of local non-governmental organisations whose mission is to help children in difficult situations. Local and regional non-governmental organisations should join together in supportive rather than competitive groups. All horizontal initiatives and the sharing of knowledge and potential are of great importance not only for the quality of work with children, but also for the effectiveness and efficiency of help.  Private donors  Professionals/practitioners  Main takeaways: The SPYNKA model underlines how safe, structured, nurturing spaces staffed by trained personnel can anchor young children and caregivers amidst displacement. These environments not only ensure continuity of learning but also serve as critical emotional and protective settings during crises—especially when designed with trauma-awareness, cultural sensitivity, and daily routines at their core. Explore further: SPYNKA Program ISSA Member: Partners Hungary Foundation, Hungary   What happened? In February 2022, when Russia invaded…ISSA Member: Trust for Social Achievement and Worldwide Foundation for Vulnerable Children, Bulgaria   **What h…ISSA Member: Step by Step Centre for Education and Professional Development, Romania   What happened? In…

Step by Step Program Reports and Evaluations

Access evaluations and reports, which offers in-depth analyses and insights into the effectiveness and impact of various educational programs. Our evaluations and reports include:

• Evaluation of the Step by Step Program (Education Development Center, 1998) - Executive Summary: A thorough assessment of the Step by Step program's implementation and outcomes.
• Master of Science in Early Childhood Development: Selected Summaries of Student Research (Institute of Education Development, BRAC-IED, Dhaka, 2010): Summaries of notable research conducted by graduate students in the field of early childhood development.
• Building Open Societies Through Quality Early Childhood Care and Education: Case Studies of the Step by Step Program: Case studies demonstrating how quality early childhood education can contribute to the development of open, inclusive societies.
• Starting Strong Evaluation: Impact Evaluation Research Brief (June 2019): A research brief highlighting the impacts and outcomes of the Starting Strong evaluation.
• Starting Strong Evaluation Policy Brief (June 2019): A policy brief offering key recommendations based on the findings of the Starting Strong evaluation.
• Consolidated Final Report: Evaluation of the Program for Children and Parents – Dam Len Phaka’ (April 2019): The final report evaluating the program designed to support children and parents.
• Creating Financing and Governance Preconditions for Inclusive Early Childhood Development and Education Systems: Latvia, Serbia, Bulgaria, Ukraine, and Lithuania (2015): An analysis of the financial and governance conditions necessary for inclusive early childhood development and education systems in various countries.

ISSA Journals

Between 2000 and 2005 the International Step by Step Association produced nine Issues of the Journal Educating Children for Democracy.  The journals feature lively articles about Step by Step and child-centered early education written by regional and international early childhood pedagogues and experts.

Number 1: Summer/Fall 2000

Number 2: Winter/Spring 2002 Family and School Partnerships

Number 3: Summer/Fall 2002 Family and Community Involvement

Number 4: Winter/Spring 2003 Learning Through Play

Number 5: Summer/Fall 2003 Child-Centered Education: Roots, Renewal and Growth

Number 6: Winter/Spring 2004 Early Childhood: A Global Concern

Number 7: Summer/Fall 2004 Quality in Early Childhood Education

Number 8: November 2004 A Decade of Steps in Educational Reform

Number 9: Summer/Fall 2005 Transforming Early Childhood Education