Knowledge Hub

When it comes to policies, strategies, and programs that support the inclusion of the most vulnerable and marginalized children, we cannot fail to consider the early childhood development (ECD) professionals with the same cultural and ethnic backgrounds as the children with whom they work.The Dream to Grow campaign shares 12 multipurpose advocacy stories, highlighting the successes of Roma ECD professionals who are supporting Roma children and families in their countries – celebrating the example they are setting for future generations. These inspiring stories highlight Roma ECD professionals’ different pathways to become who they are today, following Roma standing with dignity and pride, ready to shape Europe’s future, and rewrite the current narrative.Available in English, Albanian, Bosnian, Bulgarian, Croatian, Dutch, Hungarian, Italian, Serbian, Slovak, Slovenian, and Ukrainian.

This resource summarizes the contents of the Peer Learning Activity (PLA) among ISSA members during 5 years, which focused on the WANDA methodology. WANDA is a co-reflective method aimed at improving early childhood education and care (ECEC) quality through staff group reflection on their practice.

The method has been developed by VBJK and Artevelde University College in Belgium (FL) and then re-adapted to the contexts of Czech Republic (Step by Step), Hungary (Partners Hungary Foundation), Croatia (Open Academy Step by Step), Slovenia (Educational Research Institute Step by Step), Estonia (Hea Algus).

It started with the WANDA meets ISSA project (ESF) and, given the high member take-up, through the ISSA Peer Learning Activities. In 2018, the seven above mentioned members organized a PLA in order to share and discuss ideas and possibilities concerning the use of the method and its further development. This resource is the report of this activity and it 1) gives an overview about the use of Wanda in each country, by reporting the results of a survey carried on locally; 2) reports an analysis and conclusions/suggestions at a local level (for each country involved) and on an international level, underlying needs and possibilities for further development of Wanda.

Besides being inspiring for the organizations already working with WANDA, the resource can be interesting for other ISSA members interested in co-reflecting methods for ECEC staff. It is foreseen for practitioners, researchers, coaches, trainers and policy makers.

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Based on innovative global practice, Intergenerational Learning in Practice presents a unique contribution to the field of intergenerational learning. Drawing on the Together Old and Young (TOY) programme, this book provides a comprehensive background to intergenerational learning, along with tools and resources to help develop and improve your own intergenerational practice.

Experienced international authors from Europe, North America and Australia provide a broad array of perspectives on intergenerational learning, ranging from pedagogy to planning and community development, and cover topics including:

• The context, theory and existing research behind intergenerational learning
• The changing relationships between young children and older adults
• Building communities and services for all ages
• Managing everyday encounters in public spaces between young and old
• Ensuring quality in intergenerational practice
• Insights on how intergenerational learning challenges discrimination

Intergenerational Learning in Practice is a valuable resource for practitioners and leaders in Early Childhood Education and Care and those working in primary schools, as well as professionals caring for older adults, and those working in community development.

This toolkit represents the compilation of different programs and specific activities developed by ISSA and its members over the past 15 years. The backbone of the toolkit is ISSA’s core document Competent Educators of the 21st century: Princi­ples of Quality Pedagogy which focuses on process, quality and educators as agents of change and their power and ability (with more or less support) to enrich the lives of children, families and communities and thus of society in general. The main focus is on developing an understanding and respect for diversity that creates a climate in edu­cational institutions so that every child can thrive.

The entire toolkit acknowledges the knowledge that exists in communities and seeks ways to erase the resistant boundaries that can exist between educatio­nal institutions and some of the communities that they serve. The toolkit contains numerous tips, theoretical and conceptual explanations, more than 50 activities for children and 14 workshop sessions for educators. Sessions for educators can easily be combined with the sessions from Embracing diversity, creating equitable societies through personal transformation – Program for adults.

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These Policy Recommendations were written under the INTESYS Project, Erasmus+ Key Action 3 pilot project implemented in four European countries (Belgium, Italy, Portugal and Slovenia). INTESYS proposed and piloted an innovative Reference Framework and the Toolkit Towards Integrated Early Childhood Systems- Building the Foundations. The project aimed to support the early childhood actors at national/local level in their efforts to increase the cooperation and coordination among early childhood sectors and services, to better serve the young children and their families, especially the most disadvantaged.

During the INTESYS Project, an extensive literature review, interviews with key stakeholders more than 20 countries across Europe and lessons learned from the pilot interventions contributed to identifying several key factors that may support or hinder integration in the early childhood systems.

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An extended literature review, interviews with stakeholders from more than 20 countries in Europe and the piloting experiences from Belgium, Italy, Portugal and Slovenia have contributed to the development of the innovative toolkit Towards Integrated Early Childhood Education and Care Systems – Building the Foundations, part of INTESYS project (Together: Supporting vulnerable children through integrated early childhood services) funded through the Erasmus+ Programme.

The Toolkit advances a Reference Framework for Integration in ECEC systems consisting of three building blocks of the process: Values and Principles, Key Factors and Quality Practices. The building blocks indicate the most important elements to be considered when working towards more and better integration in early childhood systems, across sectors, services, and levels of governance. The Toolkit proposes a journey for integration guided by the Reference Framework, following a cyclic process of change. Each phase is accompanied by guiding questions, envisaged outcomes, general recommendations, tips, lessons learned from the pilots conducted in the four countries and attuned tools to each phase of the process.

The Toolkit is meant to guide the path of various actors towards higher level of integration, while keeping in mind that the entire early childhood system (from macro policy to financing and front line quality delivery with qualified practitioners) has to work primarily for the benefit of every young child and their family.

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While a lot of progress has been made in both early childhood education and gender-responsive education, less has been done on the crossroads of both. V.VVOB- education for development, Forum for African Women Educationalists (FAWE) and public education partners in Rwanda, South Africa and Zambia have joined forces to develop a practical approach to gender-responsive pedagogy for early childhood education (GRP4ECE).

The toolkit is best used in trajectories of continuous professional development of teachers and school leaders, and empowers them to challenge gender stereotypes in the classroom. An environment free of stereotypes lays a firm foundation for young children to grow up freely exploring and developing their unique interests and talents. With some adaptations it can also be used with children under 3 years and in the primary school settings.

The Earth Care, People Care and Fair Share in Education is a ground-breaking manual which uses a permacultural lens to inspire child-friendly approaches to embed education for a sustainable future into preschool, kindergarten and primary school programs.

The resource is designed to provide practical tools and guidelines to professionals and other practitioners dedicated to the vision of a better planet and on how to address ecological habits, values and attitudes with young children. The manual ilustrates holistic pedagogy and contains ideas for activities, session plans, and inspiration for reflections.

Video coaching 'imagination' professional development practice is about video coaching teaches and educators how to videotape themselves in order to be able to reflect on the quality of interactions they have with the children, the needs and strengths of the children, their initiatives, and the growth opportunities that may present themselves. The purpose of the video coaching is to promote higher quality interactions with children and to grow as a professional. The video tapes can also be used to present interactions with children and to discuss and reflect on them with other staff members in early childhood education.

The power of early childhood education and care (ECEC) interventions in transforming the lives of very young children is highly dependent on the quality of the services provided. More recently, evidence has increased the focus on the value of process quality as determinant of the outcomes.

This study documents ISSA’s work on process quality improvement to support member organisations in their efforts to contribute to systemic and professional changes in their respective countries. A concrete set of resources, tools and mechanisms – the ISSA’s Competent Educators of the 21st Century: Principles of Quality Pedagogy and its Quality Resource Pack – supports the members to promote inclusive quality practices in early childhood education and care (ECEC) services for children aged 3 to 10.

This study was commissioned to learn how much the resources and the support provided to ISSA members managed to determine new approaches, new practices and influence new policies. Equally important was being able to share the learning journey of ISSA both as a learning community and as a reflexive network which deeply believes in the co-construction of knowledge, transnational networks of support, nurturing innovation and empowering agents of change.

The structure of this study consists of four parts. Parts I and II provide the conceptual framework and the contextual background for the development of the ISSA’s work on quality improvement in ECEC. Part III is the core of the study, presenting the main findings of ISSA members’ use of the QRP and its influence on ECEC practice and policy. Part IV summarizes the lessons learned.

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Children’s long term success at school is influenced as much by social, emotional and self-regulation skills as by academic skills and knowledge. The overall goal of SEED was to improve psychosocial well-being and healthy development of young children (2,5 to 6 years old), with an emphasis on those growing up in difficult circumstances such as children on the move, children with a low socio-economic status or children victims or witnesses of domestic violence. We did this by conducting a country level screening of psychosocial well-being of 5-year-old children in 5 countries in Europe.

The aim of this research study is firstly to assess the psychosocial well-being of 5-year-old children in ECEC settings infive countries in Europe (Croatia, Hungary, Latvia, the Netherlands and Norway) through interviews with ECEC practitioners and secondly to identify the factors in ECEC settings that promote and hinder children’s psychosocial well-being in each country.The study is part of European project titled: SEED (Social and Emotional Education and Development). The activities in SEED, including this research study, are designed to draw attention to the importance of psychosocial well-being for children’s learning and development, and support the continuing professional development of practitioners working with 2.5 to 6 year-olds in this area. The SEED Project is funded by the European Commission under the Erasmus+ Programme –Strategic partnerships for school education.

Contact person: Margaret Kernan, margaret@icdi.nl

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What is permaculture and why is it vital in the quest for ecological viability on planet earth? Why it should have a prominent role in education of the youngest? This short video offers a succinct glimpse of the vision that guided the “Children in Permaculture” project and effects it had on young children.

It is also introducing practical resources now available for free online. We recomendt the video to awaken awareness amongst kindergarten and primary school directors and educational staff and to motivate them to embed the ecological ethics and principles of education into early childhood and primary school curriculum. Thematic projects or subjects are not sufficient for forming the lifelong attitudes, values and habits that are needed for creating a sustainable future.

Mektebim is a women-led, child-centred, community-based, inclusive preschool business.

Our mission
To provide the sustainable community-based and inclusive Early Childhood Education (ECE) services for all children, including those who do not have the chance to study, due to location, disability, or poverty, through empowering and engagement of local women to entrepreneurship in preschool education business.

Mektebim program

The Program addresses below mentioned target groups from the low-income rural areas:

Currently Mektebim supports 24 active Mektebim schools in Azerbaijan in the following cities and regions: Baku, Sumgayit, Absheron, Gandja, Haciqabul, Lankaran, Shirvan, Zaqatala, Neftchala.

To ensure the sustainability of the program, we organise capacity building and awareness raising activities to empower women entrepreneurs who run Mektebim groups and strengthen their abilities to market their business in local communities. Right after joining Mektebim, our team provides selected women with preschool assets; training packages on preschool pedagogy and management, and the “Mektebim” brand name. the “Mektebim” brand name offers advantages such as a child-oriented preschool program, a single preschool design, and a country-wide PR. In later stages, women engage in Membership activities such as regular meetings, training, and conferences.

Mektebim is inspired by Step by Step approach and Azerbaijani Government National Curriculum for their program. All the kids can participate in the classes together to improve their creativity, critical and logical thinking, communication skills etc. to get fully ready for the school life later. Mektebim also involves parents in order to keep them updated about their child’s development and work together to achieve the best experience for the children.

Our supporters are:

Watch a video about the program here.

Download overview

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Handbook with activities for work with students with disabilities for improving their literacy and numeracy skills contains 20 activities for lower grades of the primary school . Two special educators from a special primary school in Macedonia made an adaptation of ten activities from each of the two previously published handbooks (“Step by Step to Literacy” and “Learn Math through Play”).

All of the activities can be easily replicated in the classroom with affordable and easy-to-get materials. This handbook is a useful resource for teachers from the special schools, but also for teachers from all other inclusive classrooms.

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This report from 2018, is the first in the Early Childhood Workforce Initiative's Landscape Analysis Series and it advances existing knowledge on the early childhood workforce by synthesizing for the first time data on the approaches to and challenges associated with training and professional development experiences from across sectors, regions, and roles. Ten key findings and recommendations from this study are yield from an extensive review of published and grey literature, and key informant interviews with ECD experts.

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Full Title: Integralno dićhipe sićimašće inkluzijako: ažutipe rane barjarimasko ande funkcija e prevencijako katar o inklistipe andar o sićimasko sistemo ke rromane čhavorra, Integrisani pristup obrazovnoj inkluziji: podrška ranom razvoju u funkciji prevencije napuštanja sistema obrazovanja kod dece romske nacionalnosti.

The manual was created within the framework of the "Early Childhood Education and Care (ECEC) in Function of Preventing Dropout and Increase Of Education Attainment of Roma Children in Novi Sad" project, implemented by the Know How Center in partnership with the Center for Social Work of the city of Novi Sad and the City of Novi Sad Education Administration. The project was financially supported by the European Union under the IPA 2013 program - Development of effective community-based services in the field of education and social protection at the local level.

The manual “ECEC in function of dropout prevention of Roma children” promotes an integrated local approach to education inclusion of Roma children. The manual can be useful to different stakeholders in different ways: civil society organizations can use it to support similar approaches and professionals in primary and secondary schools can use it to facilitate the implementation of all legal obligations aiming to prevent pupils from dropping out, by the following concrete guidance and implementing inspirational activities at school level.

For representatives of social protection, the manual can serve as a guide for working and cooperating with relevant local actors. The manual contains 1) methodology of outreach work in informal Roma settlements, 2) methodology for establishing and working in school dropout prevention teams including action plans and providing psychosocial support to children, and 3) local intersectoral networking model as an example of the noteworthy practice at the local level.

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Happy young learners: Psychosocial well-being of young children in Ethiopia report presents the findings and recommendations of a research and practice project about the psychosocial well-being of five year-old children. It took place between 2016 and 2018 in two regions in Ethiopia: Amhara and Southern Nations, Nationalities, and Peoples’ Region (SNNPR). It consisted of: 1) a research study, 2) a programme to improve the quality of four preschools in the study areas, and 3) the making of a short documentary film called ‘Happy young learners in Ethiopia’.

All of these actions took place to inform Early Childhood Care and Education (ECCE) practice, teacher education and policy in Ethiopia. The project was a collaborative effort between Education for Sustainable Development (ESD), in Ethiopia and International Child Development Initiatives (ICDI), in the Netherlands.