Quality Resource Pack



The culmination of many years of work in defining and promoting quality pedagogy, ISSA’s Quality Resource Pack proposes a practice-research-policy blended approach to quality, enabled by various tools that can be used with practitioners, pre- and in-service trainers, supervisors, parents and poli

Handout for Persona Doll - for practitioners



This handout presents in brief the Persona Dolls methodology and provides a brief and concise overview of how we can create a doll with personality, the main rules for making the dolls, the steps that need to be taken in advance, the main phases of a persona dolls session and some story examples

The points of view of families, professionals, children



The EDUCAS project planned to start the Continuous Professional Development Paths (CPD) in the three countries involved (Belgium, Lithuania, Italy) with specific focus groups involving families and staff in the ECEC centers partners of the project. The aim of the focus groups has been:

Date: 28-01-2021

ECWI Launches Brief on Supporting the ECD Workforce Delivering Parenting Programs

This brief seeks to shed light on these questions, using the five priority actions to support the early childhood workforce outlined in ECWI’s COVID-19 Position Statement as a guide.

Supporting the Workforce: Parenting Programs Adapt to COVID-19



The Coronavirus disease 2019 (COVID-19) pandemic has upended families’ lives, with school closures, social distancing, and stay-at-home measures limiting their access to support systems, while adding to health concerns and economic uncertainties.

From Special School to Resource Centre: Supporting Vulnerable Young Children in Central and Eastern Europe: A Guide for Positive Change



This guide supports a wide range of professionals working alongside parents and caregivers in both special and mainstream systems to manage and implement the ongoing transitions that affect how special and mainstream institutions provide services and coordinate actions. This includes those who may be special educational needs teachers, special pedagogues, psychologists, teaching assistants, or sign language interpreters. It also includes mainstream teachers and other school staff working to support improvements in provision, which promote quality inclusive education for all children at preschool and school level. The guide introduces the principles of inclusion along with ideas and strategies that can be used to manage change. 

Supporting the collaboration between ECEC core and assisting practitioners: Experiences of professional learning communities in two Slovenian pilot kindergartens



The purpose of this report is to demonstrate development and implementation of a common path of professional development for professionals: ECEC core and assisting practitioners in two Slovenian kindergartens involved in the VALUE project.

Supporting the collaboration between ECEC core and assisting practitioners: Experiences of contextual professional development in two Portuguese pilot schools



In this report we present a description and reflection of the learning path carried out in Portugal, by the teams of Lisbon and Santarém.

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?"

Supporting the collaboration between ECEC core and assisting practitioners: Experiences of two Belgian pilot schools



In this Belgian Pilot Report, conducted as part of the VALUE project, we examine how collaborative learning between ECEC core and assisting practitioners can be supported as part of sustainable CPD (Continuous Professional Development) path in the context of Flemish community of Belgium.