Proper supervision enables home visitors to form supportive relationships with families. Supervision: supporting professionals and enhancing service quality focuses on supporting the supervision of home visitors in order to guide home visitors in their work.
Through these modules, readers may:
Based on its long experience in working with practitioners, mostly in challenging contexts, ISSA has articulated an approach that embeds the values and practices that are considered to lead to meaningful and sustainable mechanisms for continuous professional growth.
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 w
Review of Occupational Role Profiles in Ireland in Early Childhood Education and Care presents a profile for the early childhood profession in Ireland.
The aim is to develop the Irish early childhood care and education sector into a genuine Competent System. A central requirement for achieving this goal is a shared orientation for all practitioners working with children from birth to eight years, regardless of occupational status, job title and level of formal qualification.
The Erasmus+ report, Professionalisation of Childcare Assistants in Early Childhood Education and Care (ECEC): Pathways towards Qualification, focuses on reviewing profiles of ECEC assistants in 15 European countries, as well as the professionalization opportunities available to them. The report makes recommendations on how pathways for qualification and continuous professional development (CPD) can be created for assistants. Examples from Denmark, France and Slovenia show some successful pathways in these areas.
Describing the Preparation and Ongoing Professional Development of the Infant/ Toddler Workforce: An Analysis of the National Survey for Early Care and Education Data presents an analysis describing the professional development activities of the United States’ Infant/Toddler (I/T) workforce. The analyses shared in this brief aim to help the filed better understand the strengths and needs of the I/T workforce in center-based and home-based early care and education programs.
Proposal for key principles of a Quality Framework for Early Childhood Education and Care is the report of the Working Group on Early Childhood Education and Care under the auspices of the European Commission.
The authors of the report focus on which measures have helped Member States address and promote measurable improvements for children, families, local communities and society.
Home visiting programs for HIV-affected families: a comparison of service quality between volunteer-driven and paraprofessional models investigated whether or not additional investment in paraprofessional staff translated into higher quality service delivery. The study, conducted in KwaZulu-Natal, South Africa was conducted over a two-year span. The results suggested that compensation and extensive training programs for home visitors are better able to serve and retain beneficiaries than volunteer home visiting programs.
