InTrans project aims to support professionals through action at the policy, advocacy and training levels to ensure that all children and families experience warm and inclusive transitional practice in ECEC and school. 

This project initiated the debate on curricula alignment of different professional student profiles in relation to transition, child image and parent image, resisting the top down schoolification pressure and school-readiness thinking. 

InTrans studied how the various pre-service learning environments understand and implement the inclusive transitions taking place in early childhood education, preschools, pre-primary education, and primary schools. In addition, it investigated how the pre-service training’s curricula and pedagogical practices related to the inclusive transition could be improved. 

InTrans consortium produced a comparative report bringing together findings from Belgium (Flemish Community), Finland, Italy, and Slovenia on the role of transitions in the curricula for pre-service professionals in training. Individual country reports can be also be downloaded here.