Date: 17-05-2022

InTrans Exchange Week: an encouraging meeting for seeds of change in ECEC systems

The policy exchange organized by the InTrans project consortium in cooperation with BUPL (Danish Union of Early Childhood and Youth Educators).

Executive Summary - Challenges and opportunities emerging from cross-national comparison



The InTrans project ultimate goal is to ensure that all children and families — especially the most vulnerable — benefit from warm and inclusive transitional pr

InTrans Infographics - status of early childhood care and education systems in five EU countries



The ultimate goal of the InTrans project is to ensure that all children and families — especially the most vulnerable — benefit from warm and inclusive transiti

InTrans Policy Baseline Reports



The ultimate goal of the InTrans project is to ensure that all children and families — especially the most vulnerable — benefit from warm and inclusive transiti

Date: 15-04-2021

Playful Learning – Collaboration on Transition from Kindergarten to Primary School

By engaging academics, professionals, municipalities, children and parents, the program seeks that playful learning becomes an integral element in children’s transition from kindergarten to school.

Supporting the collaboration between ECEC core and assisting practitioners: Experiences from Learning Labs at the three Danish pilot schools



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?"

Value Roadmap: Pathways towards strengthening collaboration in early childhood



The ambition of this roadmap is to inspire you, as a reader, to strengthen collaboration between assisting and core practitioners in ECEC.

Supporting the collaboration between ECEC core and assisting practitioners: endline report of the VALUE project in four countries



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 Childh