Knowledge Hub

This training package equips trainers of home visiting professionals with essential knowledge, skills, and tools to deliver consistent, high-quality pre-service and in-service training.

Developed by UNICEF ECARO and the International Step by Step Association (ISSA), it builds on almost ten years of collaboration and earlier home visiting modules (2017–2025). The goal is to strengthen home visiting as a key community health service supporting families from pregnancy to early childhood.

The package includes three guides: General Overview, Foundational Training, and Extended Training, each offering adaptable materials such as session plans, slides, and handouts based on nurturing and family-centered care.

It combines two main areas: (1) programmatic knowledge on child development, health, nutrition, and parental wellbeing, and (2) practical skills such as communication, relationship building, observation, problem-solving, and cultural responsiveness.

Grounded in adult learning principles, the training encourages reflection, peer learning, and practical application, fostering the professional growth of trainers and home visitors while improving the quality of home visiting services.
 

Trainer Guide: General Overview

Trainer Guide: Foundational Training

Day 1   PPT  |  PDF

Day 2   PPT  |  PDF

Day 3   PPT  |  PDF

Day 4   PPT  |  PDF

Day 5   PPT  |  PDF

Trainer Guide: Extended Training 

Day 1   PPT  |  PDF

Day 2   PPT  |  PDF

Day 3   PPT  |  PDF

The State of Southern European Fathers 2024 report, developed under the EMiNC initiative, explores fathers’ involvement in caregiving across Italy, Portugal, and Spain. While many men report active participation in daily care, a significant perception gap remains: 74% of fathers believe caregiving is equally shared, but only 51% of mothers agree. The findings show that mothers still carry the greater caregiving and household burden, often at the expense of their well-being and professional opportunities. At the same time, the report highlights the vital role fathers play in children’s development—greater involvement is linked to stronger emotional bonds, improved learning outcomes, and better long-term well-being for children.

Yet barriers persist: rigid workplace cultures, limited access to paid leave, and lack of affordable, quality childcare constrain men’s ability to participate equally. The report calls for robust policy reforms—such as fully paid, non-transferable leave for fathers—and investments in early childhood services that actively engage men. Public campaigns and local peer support networks are also essential to shift norms and expectations. Promoting men’s caregiving is not only a matter of gender equality, it is a key strategy to ensure all children thrive from the very start.

The report, developed under the EMiNC initiative, explores fathers’ involvement in caregiving across Italy, Portugal, and Spain. While many men report active participation in daily care, a significant perception gap remains: 74% of fathers believe caregiving is equally shared, but only 51% of mothers agree. The findings show that mothers still carry the greater caregiving and household burden, often at the expense of their well-being and professional opportunities. At the same time, the report highlights the vital role fathers play in children’s development—greater involvement is linked to stronger emotional bonds, improved learning outcomes, and better long-term well-being for children.Yet barriers persist: rigid workplace cultures, limited access to paid leave, and lack of affordable, quality childcare constrain men’s ability to participate equally. The report calls for robust policy reforms—such as fully paid, non-transferable leave for fathers—and investments in early childhood services that actively engage men. Public campaigns and local peer support networks are also essential to shift norms and expectations. Promoting men’s caregiving is not only a matter of gender equality, it is a key strategy to ensure all children thrive from the very start.

The Module 3 ‘Nutrition for Infants and Young Children’ is intended to support home visitors and other health professionals in providing advice and support to parents and families on infant and young child nutrition. It includes three modules:

Module 3a: ‘Breastfeeding’

Module 3b: ‘Introducing Complementary Foods’

Module 3c: ‘Nutrition of Children Aged 2-6 Years’

You can access the whole package here. 

This compendium, developed under the Engaging Men in Nurturing Care Initiative (EMiNC), provides an overview of programs that promote men’s and fathers’ engagement in nurturing care during early childhood, shared parenting, and child-rearing responsibilities. These programs aim to transform how professionals work with parents and young children while fostering responsive caregiving that encourages men’s involvement.

The compendium compiles evidence across early childhood sectors to support advocacy efforts at the European level under EMiNC. The initiative seeks to address social norms, workplace and home realities, and policies that hinder male engagement. EMiNC’s advocacy strategy aims to raise awareness among policymakers and decision-makers about the benefits of men’s participation in formal and informal nurturing care for children, families, and society. It also seeks to influence public discourse on gender equality to encourage greater male involvement in caregiving.

By showcasing effective and promising practices, the compendium highlights the importance of strengthening programs and services that promote men’s participation in nurturing care. It also underscores the need to expand access to quality early childhood education and care (ECEC) services, in line with the revised Barcelona targets for 2030 (Council of the European Union recommendations on early childhood education and care), as a policy measure to support equal employment opportunities for men and women.

This brief, developed under the Early Childhood Workforce Initiative, explores the integration of Psychological First Aid (PFA) and trauma-informed practices into early childhood systems to support children and caregivers facing adversity. It highlights the crucial role of early childhood professionals in mitigating the effects of trauma and toxic stress, particularly for refugee, migrant, and marginalized communities.

The report presents insights from ISSA's Foundational Training on PFA, a Training-of-Trainers program designed to build workforce capacity, promote resilience, and embed trauma-sensitive approaches into pre-service and in-service training. With implementation across multiple countries, the initiative has trained over 14,300 practitioners and benefited thousands of children and families.

The brief calls for systemic change, emphasizing accreditation, institutionalization, and peer-learning to sustain impact. By prioritizing workforce well-being, the early childhood sector can create safer, more nurturing environments for young children

The State of Southern European Fathers (SoSEF) 2024 Report, developed under the Engaging Men in Nurturing Care initiative, shows that while fathers in Italy, Spain, and Portugal increasingly want to share caregiving responsibilities from their children’s earliest years, real equality in care remains limited. Despite reforms aligned with EU frameworks such as the Work-Life Balance Directive and Barcelona childcare targets, fathers’ involvement is still constrained by low wage replacement for parental leave, limited childcare access, workplace stigma, and persistent cultural expectations that position mothers as primary caregivers.

This newly published Policy Brief calls for translating policy intent into practice through stronger national ambition and coordinated EU action. Key recommendations include improving paid leave for fathers, expanding affordable childcare—especially in underserved regions—and redesigning early childhood services to actively include fathers. As the EU prepares its Gender Equality Strategy 2026–2030, the SoSEF Policy Brief urges policymakers to make shared caregiving from the start a political, economic, and cultural priority, so that fathers’ readiness to care becomes a supported reality across Southern Europe.

The PIQET Handbook for Continuous Professional Development Educators highlights the crucial role of Continuous Professional Development (CPD) educators—trainers, mentors, and facilitators responsible for in-service training of early childhood and primary school educators.

It introduces the PIQET Transformative Pathway, a self-improvement framework for CPD educators. It outlines key components such as self-reflection, shared understanding of quality, designing personalized learning pathways, and fostering change in practice. Practical examples from Croatia and Slovenia illustrate the application of PIQET principles in training and support programs. Additionally, the resource includes tools such as a Transformative Pathway Plan, Guidelines for Reflective Discussion, and a Professional Learning Community (PLC) model, providing actionable steps for CPD educators and organizations committed to quality professional development.

While CPD programs often focus on the development of teachers and practitioners, this handbook shifts attention to the professional growth of those delivering CPD, advocating for their recognition, support, and continuous improvement.

Early Childhood Development toolbox for local governments to support young children and their families - The healthy and rounded development of children in their early years lays the critical foundations for their well-being and success later in life. It requires concerted and competent support in all the environments in which they grow and develop – the home, the community, and as the focus of early childhood services. Across countries, the responsibility for ensuring that children are provided with the necessary support where they live lies with their parents/caregivers. Equally, local and national authorities have a responsibility through the policies, funding, and services they provide in order to meet the needs of children and families. 

There are many services which target young children and their families: health, education and care, early intervention, social protection, and so on. There are also public spaces such as playgrounds, libraries, and other cultural services. All these play an important role in ensuring that the different and complex developmental needs of each child during their early childhood are met so that they can thrive. However, within each country, access to and the availability of quality services across communities/cities and regions is uneven. Therefore, many children lack opportunities they need to develop healthy and safely, or to reach their full, unique potential.

Purpose of the Toolbox 

The Early Childhood Development (ECD) Toolbox is aimed at supporting local governments in their efforts to improve the coordination, efficiency and effectiveness of the local early childhood system in their cities/municipalities. 

Through its structure and content, the Toolbox intends to contribute to the shared understanding of the important role that local governments can play in ensuring a strategic vision, a well-informed and highly coordinated strategy to address the needs that young children and families have and the challenges they encounter. 

The main purpose of the Toolbox is to strengthen local governments’ capacity to mobilize and convene local expertise and resources, and to take informed decisions for providing access to quality environments for all young children and their families. 

Structure and content of the Toolbox 

The Toolbox brings together and builds on knowledge from previous publications by various international organizations. The publication focus on supporting strategic and impactful work at the local and national levels which is aimed at better outcomes for young children and their families/caregivers. 

To increase their effectiveness, the content of the Toolbox is organized around four building blocks which serve specific purposes. 

Building Block 1: Guiding tools for strengthening local governments’ capacity and infrastructure for coordinated plans and measures regarding young children. 

Building Block 2: Guiding tools for improving access to and the quality of health/home visiting, parenting support, ECEC, social protection services for young children.

Building Block 3: Guiding tools for addressing issues related to vulnerable or groups at risk of exclusion (children in extreme poverty, children with disabilities, children on the move, children from ethnic minorities, refugee children, etc.). 

Building Block 4: Guiding tools for developing a comprehensive local early childhood strategy.

The Early Childhood Development Toolbox for Local Governments has been developed by ISSA with support from the UNICEF Europe and Central Asia Regional Office.

Introducing the Playful Parenting Series: Insights, Tips, and Transformative Strategies

Welcome to our Playful Parenting Series, an engaging collection of articles and vlogs designed to empower parents and caregivers with innovative strategies to enhance their children's development through play. This series is part of the "Scaling-Up Playful Parenting" initiative, a groundbreaking partnership between the LEGO Foundation and UNICEF, committed to promoting playful interactions and increasing global understanding and support for playful parenting programs.

Since its launch on October 29, 2019, this initiative has aimed to scale parenting interventions that foster responsive caregiving, crucial for healthy brain development and lifelong learning in young children. By expanding these impactful programs beyond local levels, the LEGO Foundation and UNICEF strive to create sustainable, large-scale change. This partnership emphasizes in-depth work in Zambia and Serbia, advocacy and communication, and global knowledge generation and dissemination.

At ISSA, we are passionate about empowering parents, educators, and service providers to create enriching, joyful environments where children can thrive. Playful parenting is more than just fun and games. It is a comprehensive approach to child-rearing that, as the Harvard University's Center on the Developing Child has highlighted, leverages play as a powerful tool for fostering development, building resilience, and nurturing strong bonds between children and their families and educators. By integrating play into various aspects of daily life, children’s growth can be supported in diverse and meaningful ways, no matter the circumstances. 

? Why Playful Parenting Matters 

Playful parenting embraces the idea that play is essential for healthy child development. It encourages engagement with children through activities that promote cognitive skills, social competencies, emotional resilience, and physical abilities. This approach is adaptable and can be tailored to support children in a wide range of situations, from everyday life to challenging circumstances such as poverty, war, and refugeehood. 

Integrating Play into Different Contexts 

Playful parenting can be seamlessly integrated into various contexts to address specific concerns and opportunities. Over the past few weeks, we’ve shared a series of articles that delve into the heart of playful parenting, offering practical advice, inspiring stories, and evidence-based strategies to integrate play into daily routines. This culmination of our playful parenting series is designed to provide a comprehensive overview of the various facets of playful parenting and how it can transform children's lives: 

⚖️ Serious Benefits of Play: Play is a serious matter when it comes to child development. We outline 13 reasons why play is crucial and how it can be effectively incorporated into daily life. Read more  

? Educational Play: Teaching kids through play can make learning a joyous and effective experience. We share methods to integrate educational activities into playtime. Read more  

? Inclusive Play: Play serves as an equalizing factor, unlocking every child's potential. We explore how inclusive play can bridge gaps and provide all children with equal opportunities for growth. Read more 

? Health, Education, and Social Services: In Serbia, playful parenting has been successfully implemented across health, education, and social services sectors, enriching child development on multiple fronts. Read more 

?‍? Engaged Fatherhood: Fathers play a vital role in playful parenting. This article provides insights and tips for fathers to become more actively involved in their children's playtime. Read more  

? Engaging Babies & Toddlers: The possibilities of playful parenting are limitless starting as early as birth. We've prepared a guide of 21 cost-free joyful learning activities for parents and caregivers. Read more 

? The Power of Stories: Discover playful reading strategies that turn story time into an adventure, fostering a love for reading in children of all ages. Read more 

?️ Resilience Through Play: For migrant and refugee families, playful parenting can foster resilience and well-being. We discuss how play can be a cornerstone of support in challenging circumstances. Read more 

? Digital Play: Navigating the digital world can be tricky for parents. Our guide to digital play offers strategies to ensure children engage with technology in a safe, responsible, and beneficial manner. Read more 

?Healing through Play: Playful experiences help children process emotions and overcome adversity. This article delves into how play strengthens emotional resilience in Ukraine. Read more

Our Playful Parenting Series includes the following insightful articles and vlogs:

? Acknowledgements 

We extend our heartfelt thanks to the LEGO Foundation and UNICEF for their invaluable support in making this initiative possible. UNICEF has partnered with three ECD networks -  the Early Childhood Development Action Network (ECDAN), the Africa Early Childhood Network (AfECN), and the International Step by Step Association (ISSA) to engage in collaborative knowledge exchange and learning on Playful Parenting programs. UNICEF also partnered with the Aga Khan Development Network (AKDN) to provide country-level technical support through the establishment of an ECD Professional Development Hub. These partnerships will help strengthen the ECD global and regional landscape and will in turn increase the impact and reach of the UNICEF-LEGO Foundation Playful Parenting Program’s interventions.  

Together, we are committed to fostering environments where every child can experience the profound benefits of playful learning.

? Stay Connected 

To explore all our articles and learn more about the Playful Parenting initiative, visit our initiative page and continue the conversation on LinkedIn.  

By embracing playful parenting, we can create resilient, thriving families and a brighter future for our children. Let’s embark on this journey together! 

The Training Program for CPD Educators was developed under Erasmus + project Principles of Quality in Education of Teachers – PIQET. This project aimed to develop a set of resources for assuring the quality of CPD educator performance to assure the quality of CPD opportunities in general. Besides the training program, other resources developed are (can be found here):

• Existing Practices of Recruitment and Professional Development of Continuous Professional Development Educators
• Quality Principles for Continuous Professional Development Educators
• Handbook

This document provides a model for a three-day training based on PIQET Principles but it leaves enough room for personal, organisational or national differences. The program can be used by individuals, CPD educators of any type willing to reflect on their own work and improve it, or by CPD providers, public or in-service non-governmental organisations willing to put in place policies of quality assurance in recruitment and support to CPD educators. In practical use, it is designed as a three-day training. However, organisations or individuals using it can adopt it to serve their specific needs by modifying this structure.

Mobile Play Hubs are a more flexible and immediate response to offer high-quality nonformal educational support to children and families. The below resources are intended for organisations wishing to set up and run Mobile Play Hubs for children aged 0 to 10 years old. It is also useful to regular Play Hubs and other non-formal ECEC settings that want to make (outdoor) play more accessible to children of all ages.

The Toolkit is divided into two parts (Operating guidelines and 16 Activity cards) with which practitioners will be able to set up a Mobile Play Hub and increase their knowledge about different forms of outdoor play. The Activity Cards provide inspiration to make outdoor play as accessible as possible.

You can download “Mobile Play Hub – Operating Guidelines and Outdoor Play” and the “Mobile Play Hub – Activity Cards” in English, Hungarian, Slovak, and Ukrainian.

This Guide will help you get familiar with the collaborative reflective practices of educators working in Early Childhood Education Centres (ECEC) and primary schools. It is intended for both ECEC professionals and leaders interested in finding out more about professional learning communities, how they operate, how different reflective methods help educators and how to set one up in your educational setting.

The Guide is developed within the Reflection, Cooperation, Group Support (REC) international project funded by the European Union with the aim of introducing collaborative reflective methods for educators and other professionals working with children aged 0-10 in a total of ten child-care and educational centres in Belgium (Flemish Community), Croatia, Hungary and Slovenia. It is grounded on national experiences of the consortium partners, their collaborative reflective practices in different educational systems (e.g. split and integrated ECEC systems), as well as on international research findings. Through our joint experience, we share the voices of numerous educators who, based on their experiences, advocate for the opportunity to be a part of the reflective group within their comprehensive, supportive and continuous professional development.

The PIQET Principles represent a groundbreaking initiative under the Erasmus+ project, designed to elevate the standard of Continuous Professional Development (CPD) for educators across diverse educational landscapes. Authored by a consortium including the Educational Research Institute in Slovenia, Open Academy Step by Step in Croatia, and the International Step by Step Association, this resource articulates a set of nine comprehensive principles aimed at refining the recruitment, training, and ongoing support of CPD educators. These principles are meticulously crafted to address the core needs of educator development, emphasizing subject expertise, diversity and inclusion, participant-centered planning, and continuous self-improvement among others.

Rooted in the values of social justice, equity, and inclusion, the PIQET Principles serve as both a policy framework and a hands-on tool, offering quality statements, indicators, and reflective questions to guide CPD educators in enhancing their practice. This document not only aims to foster a shared understanding of CPD quality across educational institutions but also encourages active contribution and professional engagement within the CPD community, setting a new benchmark for educator professional development globally.

The available data shows that refugee children and children with a migrant background, in Europe, are at greater risk of poverty and social exclusion. Governments have an essential role in fostering a welcoming environment for young refugees and migrants by offering inclusive early childhood development services. 

Developed by the First Years, First Priority Campaign, this Thematic Paper includes:

• Key recommendations at the EU and country level
• A snapshot of EU policies addressing young migrant children, including refugees
• Examples of national policies and programmes supporting young migrant children and their families
• Key priorities for addressing the well-being of young migrants, including refugees

Young Roma children have an equal right to thrive. The fulfillment of this right calls for urgent and comprehensive measures and coordinated public investment. However, there is general concern about how effective Roma inclusion policy measures are at the European level.

Developed by the First Years, First Priority Campaign, this Thematic Paper includes:

• Key findings from the REYN Early Childhood Research Study and key recommendations at the EU and country level
• Snapshot of mainstream and targeted EU policies related to young Roma children
• Examples of national policies and programs in Bulgaria, France, Hungary, Serbia and Spain
• Key priorities for unlocking young Roma children’s potential