News article
From Wednesday, May 18 to Friday, May 20, the InTrans project consortium organised a high-level networking exchange among policy-makers and key stakeholders in Copenhagen. The meeting involved 32 participants, including 18 policy-makers and stakeholders from Belgium (Flanders), Finland, Italy and Slovenia.
Resource
The ultimate goal of the InTrans project is to ensure that all children and families — especially the most vulnerable — benefit from warm and inclusive transitional practice in ECEC and school.
News article
The Danish Union of Early Childhood and Youth Educators (BUPL), project partner in InTrans, is involved in a LEGO Foundation’s program in Denmark. By engaging academics, professionals, municipalities, children and parents, the program seeks for playful learning to become an integral element in children’s transition from kindergarten to school. Read below how.
Resource
This report examines the question "How can professional development in learning laboratories enhance professional identity, a holistic perspective approach to education and care (educare) and collaboration among and between core and assisting practitioners within Danish ECEC settings?"
Resource
The ambition of this roadmap is to inspire you, as a reader, to strengthen collaboration between assisting and core practitioners in ECEC. The underlying idea is that better collaboration strengthens individual practitioners and teams in addressing all aspects of children’s well-being, development and learning needs.
In order to strengthen collaboration between assisting and core practitioners, this roadmap presents both a framework and ideas to develop pathways for continuous professional development, engaging both assisting and core practitioners, as well as leaders.
Resource
In 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.
