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The Slovenian National Guidelines for the inclusion of Roma children and their parents into preschool programs are aimed at kindergarten and municipalities as decision makers in the field of early childhood education.

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A number of childcare facilities (children under 3 years of age) of the City of Ghent incorporated sustainability and ‘green principles’ in their pedagogical vision and daily practice, engaging children, parents, community and the care team. Each of our childcare centers works from a well-defined, holistic pedagogical vision, focusing on total wellbeing and involvement of children and their environment. The so-called ‘profiled centers’ elaborate a specific aspect of this vision. The “Green childcare centers” look for different ways to bring children in contact with nature and to bring nature into their childcare. To support this, each child gets its own ‘GREEN BOOKLET’: a personalized notebook with a series of ‘green’ activities each child should experience before the age of 3, such as walking barefoot on grass or sand, play with water, dance in the rain, stare at clouds, make mud cakes, smell flowers, watch a bug, help to prepare and eat natural healthy foods… Whenever a child does any of these activities for the first time, it’s indicated in his green booklet, if possible with a picture of the child enjoying this activity and personal notes of the childcare team, such as when did the child do this, how did he experiment, enjoy the activity….

It stimulates the care team to ensure that each child (as an individual and member of the group) is offered a varied scale of green and sustainable experiences. Nature offers a wide range of materials stimulating children’s phantasy, creativity and senses. The goal is that each child does each of the ‘green’ activities at least once before he leaves childcare. The booklet is used as a tool to talk with the team, children and parents about what the kids do, focusing on the green and total development and wellbeing of each child. The practitioners start participation with observing children in a natural environment. Children’s language development is stimulated by telling and sharing the stories of their discoveries. The care team and parents can discuss the child’s development, wellbeing and the integration of green principles in the child’s education. And most of all, the Green booklet is a valued souvenir for children and parents when they say goodbye to the childcare. The green booklet was first designed by Childcare center, De Bubbels, and further developed and implemented by the “Green colleague group”, consisting of the coordinators of all green childcare centers and a pedagogical coach of the City of Ghent. The booklet can be easily adapted to any child and any environment a childcare center works in.

With the project “ZAMISLICE” (CHILDEAS – Tiny Little Thoughts), ISSA member from Slovenia, Mala Ulica wished to acquaint all new parents with the importance of early interactions. They provided parents with a pendant that can also serve as a pram mobile – a small, but important gadget that offers 30 handy cards with ideas for simple activities with babies which promote the child's overall development, anywhere, any time. In addition to description of a concrete activity, each card contains a brief explanation of why this activity is important and how it will foster child development. That was the way to encourage parents and stimulate them to engage with children in meaningful interactions, making them aware that all sorts of activities, even if they seem inconsequent, such as singing, dancing or counting fingers are more than simple games. That they are activities that intensely promote the development of children's brain. And shape their future.

The material for “Zamislice” is developed in cooperation with the Pedagogical Institute and the Community Health Centre Ljubljana. Zamislice are presented and given to parents at their first baby health check by the pediatricians in Ljubljana. The project has various options for upgrading, e.g. the same accessory for toddlers (1–2 years, 2–3 years and 4–5 years), a mobile application and web site with instructions for early learning, etc., which Mala Ulica is planning to realize and implement in the future. The results of numerous research papers in the fields of neuroscience, developmental psychology, pedagogy and other disciplines prove that experiences up to the third year of children’s life have an extremely strong influence on the realization of their social, physical and mental potential. Children's brains develop the fastest in the early years of life and thus create the basis for learning in the future. The future of our children and consequently the future of our society are therefore first and foremost in the hands of their parents.

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.

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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.

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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.

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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.

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The article ISSA's Principles of Quality Pedagogy: Quality Early Childhood Education and Care Through Democratic Processes published in the first edition of Learning for Well-being online journal, is exploring how ISSA's Quality Principles, their accompanying resources, and the collaborative mechanisms for reflecting on pedagogical practice (observation, peer mentoring and professional learning communities) help early childhood educators be more democratic in their practice.

You can read the full article here.

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The Planned Activities for Cohesive Education (PACE) program was initiated by Balkan Sunflowers Kosova in their learning centers. This program outline activities to be used with children within the national curriculum to improve their core competencies necessary to succeed in school and life. PACE incorporates science and literacy activities and technology based learning from the Balkan Sunflowers Kosovo"s Reading for Discovery and Learning Through Experiments project.

The Second Edition of the PACE curriculum was published in the Fall of 2016, outlining learning outcomes for practical and hands-on activities for children in primary school - Grades 1-6. It incorporates the innovative component of Social-Emotional Learning (SEL) that aims at helping, monitoring and evaluating the social-emotional learning of the children.

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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.

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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.

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Communication, Speech, and Language Guidebook for professionals in early education is a guidebook based on contemporary, evidence based knowledge in the field of speech, language and communication. Most logopeds (speech therapists) in Georgian kindergartens are part of the kindergarten team that are responsible for the development of early inclusive education in their centres. The guide addresses the practical needs of these professionals.

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Trust Based Parenting is an educational material for professionals and para-professionals working with Romani communities, for Romani parents, grandparents and children at an early age. The material can be used for trainings, workshops and home visits. Content of the manual consists of various topics connected with education for social justice, building the confidence of Romani parents and preparation of Romani children for primary education.

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