Contact ISSA Member
Mission
VBJK wants to support parents and educators, in a scientifically sound way, in the education of children within the family, the school and all early childhood services as fully-fledged educational environments, and this from a perspective of emancipation and solidarity, respecting children’s rights and diversity among families.
Main focus is aimed at values and projects dealing with:
- accessibility: early childhood services as a right for all children and their parents
- affordability of services
- a pedagogical approach, focusing on the holistic and multiple development of children
- participation as an essential value
- coherence and global approach
- focus on diversity, non-discrimination, and democracy
- looking at evaluation as a permanent, participatory and democratic process
- working towards a ‘new’ early years professional, being critical, reflective, open to dialogue and respecting diversity
- considering school and early childhood services as equal partners, sharing the same image on childhood and education
- valuing international cooperation and exchanging knowledge and ideas
News
 EDUCAS project – Achievements of the Consortium ... |  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... |
 New Flemish ECEC Magazine is Launched by the ISSA MemberISSA Member VBJK is launching the new Flemish magazine on ECEC Kindertijd (which means... |  ‘I Like it Here, it Feels Like a Second Home’ – EDUCAS Presented to a Broad International AudienceEDUCAS project was presented to a broad international audience during the |
 Early Childhood Education and Care Spaces - Children’s VisionEDUCAS Project aims to create Early Childhood Education and Care (ECEC) environments that support... |  Playing at Home is also LearningTwo months without school and preschool. Two months without learning? Not at all, because playing is learning!... |
Resources and practices
 Initial training as a significant forum to build professional competences for smooth and inclusive early years’ transitionsInTrans project aims to support professionals through action at the policy, advocacy and training levels to ensure that all children and families... |
 Executive Summary - Challenges and opportunities emerging from cross-national comparisonThe InTrans |
 InTrans Infographics - status of early childhood care and education systems in seven EU countriesThe ultimate goal of the |
 InTrans Policy Baseline ReportsThe ultimate goal of the |
 Multilingual early childhood education and care for young refugee childrenThis is the Toolbox of the Erasmus+ project Multilingual early childhood education and care for young refugee children. In this project (2016-2019)... |
 EDUCAS Toolbox - Wonder and Beauty: Connecting ECEC spaces and educareEDUCAS Toolbox aims to support coordinators, coaches, trainers, professionals that seek to stimulate professional development paths with ECEC... |
 EDUCAS - Case Study Belgium (FL): Re-thinking ECEC spaces/materials by reflecting on practiceThroughout the three years of the EDUCAS project, partners in... |
 EDUCAS - Policy recommendations: Strengthening the importance of SPACE and EDUCARE approachEducating and caring for young children is a big responsibility, challenge and commitment. The POLICY RECOMMENDATIONS for strengthening the... |
 Reclaiming transitions as inclusive relational spaces in times of crisis and beyondLessons learned from the COVID-19 pandemic... |
 Investing in professionalization of ECEC staff to foster smooth transitions in times of crisis and beyondLessons learned from the COVID-19 pandemic... |
 InTrans General Framework: What are Warm and Inclusive Transitional Inclusive Practices Across the Early YearsThe InTrans project aims at influencing the systemic conditions needed in order to disseminate and implement good transitional practices on a wider... |
 START- Sustaining Warm and Inclusive Transitions across the Early Years. Final report with implications for policies and practicesTransitions across the home environment, early childhood education and care (ECEC) settings and compulsory school education (CSE) mark significant... |
 The points of view of families, professionals, childrenThe EDUCAS project planned to start the Continuous Professional Development Paths (CPD) in the three countries involved (Belgium, Lithuania, Italy)... |
 Supporting the collaboration between ECEC core and assisting practitioners: Experiences of professional learning communities in two Slovenian pilot kindergartensThe purpose of this report is to demonstrate development and implementation of a common path of professional development for professionals: ECEC... |
 Supporting the collaboration between ECEC core and assisting practitioners: Experiences of contextual professional development in two Portuguese pilot schoolsIn this report we present a description and reflection of the learning path carried out in Portugal, by the teams of Lisbon and Santarém. After... |
 Supporting the collaboration between ECEC core and assisting practitioners: Experiences from Learning Labs at the three Danish pilot schoolsThis report examines the question "How can professional development in learning laboratories enhance professional identity, a holistic perspective... |
 Supporting the collaboration between ECEC core and assisting practitioners: Experiences of two Belgian pilot schoolsIn this Belgian Pilot Report, conducted as part of the VALUE project, we examine how collaborative learning between ECEC core and assisting... |
 Value Roadmap: Pathways towards strengthening collaboration in early childhoodThe ambition of this roadmap is to inspire you, as a reader, to strengthen collaboration between assisting and core practitioners in ECEC. The... |
 Supporting the collaboration between ECEC core and assisting practitioners: endline report of the VALUE project in four countriesIn this VALUE endline report, the following question is examined: How can continuous professional development (CPD) strengthen professional... |
 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... |
 WANDATo develop a new method of professionalization for low qualified practitioners in the 0-3 sector of the Flemish Community of Belgium, in 2010... |
 Quality of Early Childhood Education Services - Albania, Bosnia and Herzegovina, Kosovo, MontenegroThe report Quality of Early Childhood Education Services - Albania, Bosnia and Herzegovina, Kosovo, Montenegro resulted from a consultancy carried... |
 NESET II Analytical Report: Transforming Europen ECEC services and Primary school into professional learning communities: drivers, barriers and ways forwardNESET II report on Professional Learning Communities. Each child its own story: Diversity in child care centres (from birth to 13 years) is a book... |
 European Quality Framework: High 5 Quality ScanThe High 5 Quality Scan is an evaluation tool based on the European Quality Framework for Early Childhood Education and Care accompanying the... |
 European Quality Framework: 5 Steps to QualityThe training package 5 Steps to Quality is promoting the implementation of the European Quality Framework for Early Childhood Education... |
 Manual for Diversification of Programs for Preschool EducationTwo ISSA members, CIP (Center for Interactive Pedagogy/Serbia) and VBJK/Belgium, co-authored this manual as a result of the work... |