Europe and Central Asia

Reclaiming transitions as inclusive relational spaces in times of crisis and beyond

The InTrans project has identified five key actions that policy decision-makers, providers and leaders should undertake – in social dialogue with trade union organizations – to enhance the participation of children and families to Early Childhood Education and Care (ECEC) in times of crisis and beyond.


Bulgaria Grows with It's Children: Building Professional Competences of the Early Childhood Workforce

The goal of the research ‘Bulgaria grows with its children: Building professional competences for early childhood development’ (hereinafter referred to as ‘research on the early years workforce’ and ‘the research’) is to outline the main directions for improvement of the professionalization of the early years workforce on the basis of data – quantitative and qualitative – as well as to formulate recommendations for policy development in this area.



This summary shares the main results and recommendations derived from this research.


The stability of the early years workforce in England: An examination of national, regional and organizational barriers

The stability of the early years workforce in England

This report sheds a light on some of these disparities for the early years workforce. It includes a review of the relevant literature; an analysis of quantitative data covering a large representative sample of workers in England; and 40 interviews with early years practitioners, setting managers and local policy-makers. The most common barriers identified in all three strands of research were pay, work demands, certain demographic characteristics, training and the organisational climate of the early years provider. 


Supporting social and emotional well-being of children in Early Childhood Education and Care through team reflection

These Guidelines are the outcome of the second part of the SEED project, during which a group reflection pathway, called WANDA1, was piloted with 80 ECEC practitioners with the aim to help them to deal with daily challenges in their practice so they could better support the socio-emotional well-being of children in their care.


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Training Early Childhood Intervention Workers to Close a Workforce Gap

Training Early Childhood Intervention Workers to Close a Workforce Gap

There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.


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The Early Years Professionals’ Survey 2019 - Ireland

The Early Years Professionals’ Survey 2019

The Early Years Professionals’ Survey 2019, conducted by SIPTU Big Start Campaign, was carried out to gather information on the attitudes of those employed in the early years sector in relation to their work and involvement in early years settings and changes they thought could be made to improve the sector. Using the 3,200 survey responses this report gives a picture of the attitudes, experiences and expectations of those working in Ireland's early years sector.


Key Data on Early Childhood Education and Care in Europe. Eurydice Report– 2019 Edition

Early childhood education and care (ECEC) – the phase before primary education – is increasingly acknowledged as providing the foundations for lifelong learning and development. This second edition of Key Data on Early Childhood Education and Care in Europe charts the progress made in the key quality areas identified in the Council Recommendation on High Quality ECEC Systems.


Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care

Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care

Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care focuses on the professionalization of early childhood in Australia, Chile, England, Germany, Ireland and the United States.


The Wanda method: overview and steps forward

The Wanda method: overview and steps forward  report is the result of an ISSA Peer Learning Activity and involved several members of the ISSA network.

WANDA is a method developed in 2010 in order to support professional group reflection, with specific attention to valuing each other, with respect towards the child, the family, the colleagues, the community. WANDA aims to improve quality in ECEC for children and families.

The specific objectives of the PLA were: