Every child has the right to a quality educational experience.

In the last decade, transitions of children across the home environment, early childhood education, and care (ECEC) and compulsory school education (CSE) has gained attention both in academic and in policy debates. Despite this, very few initiatives engage today professionals, children, families, and local communities in the creation of warm and inclusive transitional practices. InTrans addresses this gap by acting at policy and pre and in-service training levels.

Who is involved?

Centre For Innovation in the Early Years (VBJK) of Belgium (ISSA Member) is the coordinator of this international project. University of Ghent (Centre for Diversity and Learning and Department of Social Work and Social Pedagogy) in Belgium, University of Bologna in Italy, Tampere University in Finland, the Education Research Institute (ERI) in Slovenia (ISSA Member), and the Danish Union of Early Childhood and Youth Educators (BUPL) in Denmark,  are partners in this project, together with ISSA (International Step by Step Association), which leads its dissemination activities.

What is the aim?

The project’s overall goal is to ensure that all children and families — especially the most vulnerable — benefit from warm and inclusive transitional practice in ECEC and school, by supporting professionals through action at the policy advocacy and training levels.

How does InTrans do this?

InTrans promotes inclusive transitional education by working on three levels:

Policy and Governance
The project facilitates activities to create awareness, knowledge development, and exchange for national and international policymakers in order for them to develop a shared vision on warm and inclusive transitions and corresponding policy measurements. 

In-Service training of ECEC/primary school staff

InTrans supports in-service trainers with vision, knowledge, examples of good practices, and tools to invest in the creation of warm and inclusive transitions with ECEC/primary school staff. 

Pre-service training of future ECEC and primary school staff
Through exchanges and debates, this project raises awareness amongst pre-service training institutions about the importance of investing in warm and inclusive transitions.   


Scroll down for InTrans-related resources and keep up-to-date with other relevant resources regarding warm and inclusive transitions.


This project is funded by the Erasmus+ program, Key Action 3.

Photo: ©Caroline Boudry


The InTrans consortium is publishing two new policy recommendation documents with lessons learned from the COVID-19 pandemic.

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.

The world has been facing a completely new way of life in the past year.

The InTrans consortium is working together to address gaps at the policy level, as well as, pre- and in-service training levels. 


early childhood care and education, quality, European Union
The central aim of this study is to examine what measures have been taken by selected EU member states – two countries (Sweden and Croatia), as well as three regions (Flanders in Belgium, Berlin in Germany and Emilia-Romagna in Italy) – to deal with the COVID-19 crisis during the first year of the...
Katrien van Laere, Nima Sharmahd et al
Nima Sharmahd,
early childhood care and education, ECEC, early childhood policy, children 0-3, children 3-5, workforce, family
Lessons learned from the COVID-19 pandemic The InTrans project has identified five key actions that policy decision-makers, providers and leaders should undertake – in social dialogue with trade union organizations – to enhance the participation of children and families to ECEC in times of crisis...
Nima Sharmahd,
early childhood care and education, ECEC, early childhood policy, children 0-3, children 3-5, workforce
Lessons learned from the COVID-19 pandemic The COVID-19 pandemic showed how crucial it is to keep the relationship between ECEC centres and families and children alive. Considering the possible fear and stress that parents and children experienced during the pandemic situation, ECEC had to invest...
Nima Sharmahd,
transitions, early childhood care and education, early childhood development, early childhood services, quality integrated services, social inclusion
Draft document The InTrans project aims at influencing the systemic conditions needed in order to disseminate and implement good transitional practices on a wider scale. The ultimate goal is to ensure that more children and families, especially the most vulnerable ones, can benefit from...
InTrans consortium
VBJK, University of Ghent (Centre for Diversity and Learning and Department of Social Work and Social Pedagogy), University of Bologna, Tampere University, ERI, BUPL
Nima Sharmahd,