EDUCAS Toolbox - Wonder and Beauty: Connecting ECEC spaces and educare



EDUCAS Toolbox aims to support coordinators, coaches, trainers, professionals that seek to stimulate professional development paths with ECEC staff with the aim to create child and friendly learning spaces in ECEC centres. 

EDUCAS - Policy recommendations: Strengthening the importance of SPACE and EDUCARE approach



Educating and caring for young children is a big responsibility, challenge and commitment.

EDUCAS - Case Study Lithuania: Building collaborative learning community



Throughout the three years of the EDUCAS project, partners in Belgium (FL), Italy and Lithuania have undertaken a thorough examination of existing visions and methods related to organizing ECEC environments in their

EDUCAS - Case Study Italy: The space in mind



Throughout the three years of the EDUCAS project, partners in Belgium (FL), Italy and Lithuania have undertaken a thorough examination of existing visions and methods related to organizing ECEC environments in their

EDUCAS - Case Study Belgium (FL): Re-thinking ECEC spaces/materials by reflecting on practice



Throughout the three years of the EDUCAS project, partners in Belgium (FL), Italy and Lithuania have undertaken a thorough examination of existing visions and methods related to organizing ECEC environments in their

InTrans General Framework: What are Warm and Inclusive Transitional Inclusive Practices Across the Early Years



Draft document

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:

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 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.