NESET Analytical Report - Governing quality Early Childhood Education and Care in a global crisis: first lessons learned from the COVID-19 pandemic
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 th
START- Sustaining Warm and Inclusive Transitions across the Early Years. Final report with implications for policies and practices
Transitions across the home environment, early childhood education and care (ECEC) settings and compulsory school education (CSE) mark significant changes in the life of children and their families and communities.
How can we rethink and transform ECEC spaces? Reflecting with photos and observations
Within the EDUCAS project, VBJK, de Tandem and Hippo’s Hof, have put in practice two methods related to organizing ECEC environments within an ‘educare’ approach.
Parents in Flanders, Belgium, tell through pictures what their children learn at home by playing. Two months without school and preschool. Two months without learning? Not at all, because playing is learning.
