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EDUCAS Toolbox aims to support coordinators, coaches, trainers, professionals that seek to stimulate professional development paths with ECEC staff with the aim to create child and friendly learning spaces in ECEC centres.
The Toolbox includes pedagogical approaches, methods and tools used during the EDUCAS project to support professionals in improving ECEC environments with an educare approach.
Available in English, Dutch, Italian and Lithuanian.
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Educating and caring for young children is a big responsibility, challenge and commitment. The POLICY RECOMMENDATIONS for strengthening the importance of SPACE and EDUCARE approach in early childhood systems aim at providing a comprehensive set of recommendations for policymakers on EU and national levels, funders, and other ECEC stakeholders.
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Throughout the three years of the EDUCAS project, partners in Belgium (FL), Italy and Lithuania have undertaken a thorough examination of existing visions and methods related to organizing ECEC environments in their contexts. With the support of two ECEC centres in each country, they have locally developed Action Research paths that are tailored to the contexts in which the six ECEC centers are working.
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The EDUCAS project planned to start the Continuous Professional Development Paths (CPD) in the three countries involved (Belgium, Lithuania, Italy) with specific focus groups involving families and staff in the ECEC centers partners of the project. The aim of the focus groups has been:
1) gaining insight about families’ and staff’s ideas/beliefs/feelings in relation with the ECEC spaces where their children are and their connection with education and care;
2) exploring ideas concerning the ‘ideal’ ECEC service for families and staff (which core elements)
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EDUCAS Project aims to create Early Childhood Education and Care (ECEC) environments that support children’s development in a holistic way, taking into account the diverse perspectives of people involved in the process. So far, teachers and families have been asked about their experience, but what about children’s point of view? Which spaces do they prefer in ECEC environments? How do they perceive the spaces of their schools?
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While the COVID-19 has impacted the activities of the EDUCAS project, partners have found ways to adjust their work.
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EDUCAS aims to create ECEC environments that support children’s development in a holistic way, taking into account the diverse needs of children and families, with special attention to the ones at risk of social exclusion. The consortium is experimenting visions and methods related to organizing ECEC environments and materials within an educare approach. The project is sharing a series of case studies from each of the three countries (Belgium, Italy and Lithuania) involved in the project.
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The EDUCAS Consortium carried out a series of focus groups to better understand how both parents and staff perceive early childhood education and care (ECEC) spaces. These focus groups were made up of staff of ECEC centers as well as parents of children attending these centers. Recently, the EDUCAS Project shared the results from the four focus groups conducted in Lithuania.
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This literature review, written under the EDUCAS project, investigates the meanings, relevance, and importance of physical indoor and outdoor space in early childhood education and care (ECEC) services for children from birth to school age. Authors map, synthesize and critically analyze the findings of studies carried out internationally as well as national studies from Italy, Lithuania, Belgium, and the Netherlands.
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How are early childhood education and care (ECEC) spaces perceived by parents and staff? How does this connect to their vision of education and care? Knowing the answers to these questions can help researchers find effective strategies for professional development paths for ECEC staff and improve the organization of spaces in ECEC environments within an integrated 'educare' approach.
