Every child has the right to a continuous quality educational experience, irrespective of the institutional splits in the educational system.
In the last decade, transitions of children across the home environment, early childhood education and care (ECEC) and compulsory school education (CSE) has gained attention both in academic and in policy debates. Despite this, very few initiatives engage today professionals, children, families and local communities in the creation of warm and inclusive transitional practices.
InTrans addresses this gap by acting at policy and pre and in-service training level.
Who is involved?
VBJK (Centre for Innovation in the Early Year) of Belgium coordinates this international project, and collaborates with the University of Ghent (Centre for Diversity and Learning and Department of Social Work and Social Pedagogy) for its implementation in the Flemish context. The University of Bologna in Italy, University of Tampere in Finland, the Education Research Institute (ERI) in Slovenia (ISSA Member), and the Danish Union of Early Childhood and Youth Educators (BUPL) in Denmark, are partners in this project, together with ISSA (International Step by Step Association), which leads its dissemination activities.
What is the aim?
The project’s overall goal is to ensure that all children and families (especially the most vulnerable ones) benefit from warm and inclusive transitional practice in ECEC and school, by supporting professionals through action at the policy advocacy and training levels. This concerns working on pedagogical continuity, continuity with home environment and neighbourhood, professional continuity and structural continuity.
InTrans promotes inclusive transitional education by working on three levels:
- Policy and governance
The project will facilitate awareness, knowledge development and exchange for national and international policy makers in order for them to develop shared vision on warm and inclusive transitions and corresponding policy measurements.
- In-Service training of ECEC/primary school staff
InTrans supports in-service trainers with vision, knowledge, examples of good practices and tools to invest in the creation of warm and inclusive transitions with ECEC/primary school staff.
- Pre-service training of future ECEC and primary school staff
Through exchanges and debates, this project wants to raise awareness amongst pre-service training institutions about the importance of investing in warm and inclusive transitions.
Statements on the importance of transition in times of crisis
Two statements based on the NESET-report Governing quality ECEC in a global crisis, one on 'professionalization of ECEC staff' and one on 'inclusive ECEC':
- Investing in professionalization of ECEC staff to foster smooth transitions in times of crisis and beyond
- Reclaiming transitions as inclusive relational spaces in times of crisis and beyond
To read more about this project, please visit: https://www.issa.nl/intrans
This project is funded by the Erasmus+ program, Key Action 3.