TOY to Share, Play to Care: Impact Evaluation and Policy Recommendations Executive Summary



TOY to Share, Play to Care is a two-year project (January 2019 – January 2021) that builds on previous work undertaken by International Child Development Initiatives (ICDI), a Netherlands-based non-governmental organization.

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. 

Learning Centers Network



The Learning Centers Network initiated by Balkan Sunflowers connects 40 Learning Centers managed by different NGOs in Albania. These centers include preschool services, curriculum support, literacy and science programs, and an education mediator targeting the most vulnerable children and their families. The mediator works with schools and families to ensure children's school enrolment. Due to these efforts, 93% of the eligible children from the areas where centers are and mediators work enroll in the first grade fo school.

Supporting the Early Development of Children in Informal Roma Settlements



The practice Supporting the early development of children in informal Roma settlements aims to improve the social inclusion of children aged birth to six and their families. The Know How Centre organizes activities aimed at enriching Roma parents' skills living in settlements to provide quality opportunities for their children to develop and learn and at enhancing the competencies of professionals working with young children.

Family Resource Centres



Family Resource Centres were established in Kyzyforda, Zhambul and Semey in Kazakhstan to assist families whose children were not attending preschool (typically poor families). The centers welcomed children and families to prepare them for primary school. The parents received information on child development ad how to promote it at home. The families also learned how to communicate with the schools and became advocates of democratic approaches.

Growing Together



The Growing Together project consisted of three parts: improving preschool education practices by using the ISSA Principles of Quality Pedagogy and parent and community involvement; building community and  partnerships at the primary school level, and parental education. The project's results were disseminated through Ministry of Education and other agencies.

Creating Inclusive Resource Centers



Inclusive Resource Centers (IRC) in five sites in four regions were developed under the programme supported  by USAID. Their main purpose is to provide complex inter-sectorial support to children with special needs, their parents and teachers working with these children in pre-school and primary classrooms trough psychological-medical-pedagogical consultations. 

The main achievements included:

1) increased number of services for parents of children with special needs;

2) increased level of trust;

3) more competent teachers.