Contact ISSA Member
Open Academy Step by Step

Open Academy Step by Step
Zagreb
Croatia
(+385 1) 4854 935
Mission
Our mission is to improve the quality of the educational process and the creation of child-centered kindergartens and schools in which children and young people are able to actively participate in the educational process, express themselves freely and creatively, develop critical thinking, independence, responsibility and concern for others and the environment and realize their full potential in accordance with their interests and abilities, in an atmosphere that supports democratic relations and respect for diversity. In promoting child-centered kindergartens and schools we encourage partnerships with families and the wider community.
News
![]() ISSA Members are at the Forefront of Innovations in the Early Years Sector in EuropeThe European Commission’s ECEC webinar “Working with families and the whole community” last week highlighted 7 initiatives from across... | ![]() Knowledge in the Hands of Users: Creative Ways of Sharing Early Childhood MattersAfter a successful pilot in 2019, for a second year in a row, the ISSA Secretariat supported the dissemination of |
![]() TOY for Inclusion organizes successful event at the EU Parliament“I strongly believe that social inclusion starts with young children and their eagerness to play,” posts Slovenian MEP Tanja Fajon on Twitter... | ![]() NEWS - TOY for Inclusion Wins Lifelong Learning Award 2018We are delighted to announce that our project TOY for Inclusion has received the Lifelong Learning Awards 2018 in early December.... |
![]() NEWS - TOY for Inclusion Gets ExtendedThe TOY for Inclusion project and the Early Childhood Education and Care Play Hubs, received support for another 2 years. ... | ![]() NEWS - Open Academy Step by Step Endorses ‘Circle of Friends’A Cirle of Friends training took place near Zagreb this summer as Open Academy Step by Step invited 20 participants to share their... |
![]() NEWS - The Circle of Friends is for Child Healing and SupportIbrahim always liked to talk, but when the topic of dinosaurs came up, he would speak passionately. He knows their difficult names, size... | ![]() ISSA highlighted as an innovative network in new OECD publicationA new publication from the OECD entitled "Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies"... |
![]() How to get students thinking about learning, not gradesISSA member Open Academy Step by Step Croatia piloted an innovative project. The model was... | Overview Peer Learning Activities 2017In 2017, 10 insightful Peer Learning... |
![]() Peer Learning Activity: Networks of preschools/primary schools and professionalsOn 27 and 28 September, Step by Step Centre for Quality in... | ![]() ‘Buna zua! Kum ješć?’ REYN Croatia presents the course for teaching the basics of Beyash language to adultsThe Romani Early Years Network Croatia offered a course of Beyash language to its members - primarily to educators and other professionals working... |
Peer Learning Activity: ensuring safe spaces for young children in families and communitiesLast week, ISSA member International Child Development Initiatives (ICDI) hosted a Peer Learning Activity to discuss child rearing practices and... | ISSA and Members: Promoting inclusion of Romani children – through TOYCombatting segregation of young Romani children and enhancing social cohesion of local communities are the core principles of TOY for Inclusion... |
Resources and practices
![]() Supporting Social and Emotional Well-Being of Children in Early Childhood Education and Care through Team ReflectionThese Guidelines are the outcome of the second part of the SEED project, during which a group reflection pathway, called WANDA1, was piloted with... |
![]() The WANDA Method: Overview and Steps ForwardThis resource summarizes the contents of the Peer Learning Activity (PLA) among ISSA members during 5 years, which focused on the WANDA... |
Professional Learning CommunitiesThe book, Professional Learning Communities, provides both the theoretical background and the... |