Italy

Early Childhood Policies and Systems in Eight Countries: Findings from IEA’s Early Childhood Education Study  is an exploration of early childhood education (ECE) provision and its role in children's preparation for school and participation in society. In this context, formal early education and provision of care for young children from birth to the age of primary school is described and analyzed in Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States. The data was collected by way of a policy questionnaire, which collected basic information about the wider policy context for ECE in the participating countries. This report provides an overview of strategies, as well as systemic and structural results of ECE policy at the national and, where necessary, subnational levels.

This research study, from International Association for the Evaluation of Educational Achievement, presents key findings are presented throughout the report, alongside their supporting evidence. 

Below you may download one of the 30 Workforce Profiles (country reports) on the current status quo regarding the qualification requirements for early childhood education and care professionals (pedagogues, teachers, educators), the composition of the workforce, the systems of initial professional education and continuing professional development, current reform initiatives and research projects and selected aspects of the working conditions of staff in each of the 30 participating countries.The initial Workforce Profiles in Systems of Early Childhood Education and Care in Europe were provided by mostly long-standing cooperation partners according to a research specification which they received for comment before compilation of the data. The final versions are based on a long period of close collaboration between the editors and the authors. The reports vary in length between approximately 25 pages and 80 pages.SEEPRO-R takes a look at many of the new fundamental reforms including, qualification and competence requirements for early childhood workforce and the structures of professional studies and continuing education. More on the SEEPRO-R project here.

SOS Children’s Villages has been working to embed children’s rights within care settings for many years. Our approach has been multifaceted, embracing structures and institutions, care professionals and young people themselves. One gap identified in the course of this work has been the absence of effective training programmes for care professionals which have children’s rights at the core. This manual has been produced to fill that gap. The two-day course outlined in these pages is designed to familiarise groups of care professionals with the international standards and principles surrounding children’s rights – and above all, to relate this to the daily experience and challenges arising in the field of alternative care. The course is intended to provide participants with the information, motivation and strategies that they can use to carry children’s rights into their daily work. The aim is to contribute to higher quality care and a culture of respect for children’s rights.

This up to date text is suitable for students on all early years and early childhood courses as well as interested practitioners. It looks at the current structure of the early childhood education and care (ECEC) workforce in different countries, each of which represents a distinct philosophical tradition, tracing what has shaped this structure and examining how politics and policy have moulded the workforce over time. Each chapter analyses historical, philosophical and political developments in the respective country and looks at key theorists, the concepts of childhood that have shaped the workforce and the pedagogical approach. The unique aspects of each country are highlighted along with a consideration of what the future might hold for the workforce. Students and practitioners will achieve a more critical understanding of current practice and the beliefs which underpin particular pedagogical approaches while being encouraged to question their own values and practice.