Build a more inclusive society supporting ECEC educators for the development of socio emotional competences in pre-school children

"Context: “Education is a natural process that child performs by himself making different experiences within the environment.” (M.Montessori) According to COM (2018)271 final: “the early years in human life (from birth to 6 y.o.) are the most formative for developing the foundational competences and learning dispositions that influence greatly later education and employment prospects and wider life achievements and satisfaction”. “It is in the early years that children create the foundation and capacity to learn throughout life.” “Council Conclusion on school development and excellent teaching” and the Commission's proposal for a “Council Recommendation on Key Competences for lifelong learning” reiterated the pivotal role that early childhood education and care (ECEC) can play in promoting learning of all children, their well-being and development and highlights the importance of supporting competence development in early years education with a focus on socio-emotional competences (SEC) (e.g. self-esteem, self-confidence, empathy, independence, solidarity, resilience, communication, and resolution of conflict, etc). Finally, most of the above-mentioned EU policies are supported by national priorities and objectives: in IS the main objectives of upbringing and instruction in the preschool shall be to provide children with mental, intellectual and physical care so that they may enjoy their childhood. In IT, on 2017 the Government has approved a law decree that establishes the integrated education and education system from birth to six years. In BG, in 2016 the new Pre-school and School Educational Law regulates the way in which SEC are taught in kindergartens. In CZ several governmental initiatives have been established to promote the support of SEC of pre-school children. Finally, in EE kindergartens improve the “step-by-step” method aiming at understanding and supporting the individual child’s needs and adapt the learning activities accordingly.Problems addressed: In the 'White Paper on the Future of Europe' the Commission highlights that “it is likely that most children entering primary school today will end up working in new job types that do not yet exist"" and this ""will require a massive investment in skills and a major rethink of education and lifelong learning systems. In this regard “ECEC services need to be child-centered"" and “building a strong foundation in the early years is a precondition for higher level competence development and educational success as much as it is essential for health and the well-being of children.” A transnational approach is also necessary both for avoiding duplication and parallel initiatives in the different Members States, and for enhancing the quality, the relevance and the overall impact of the project.Project aim and objectives: The main aim of the project is to boost quality of ECEC educators’ professional profile for a successful development of SEC for pre-school children to help them fostering awareness in relation to equality and diversity, handling a good transition from different levels and types of education and to better seize the professional opportunities and choose their own path in the labor market since an early age.Such project will lead to following innovative elements:1.arise children’s curiosity and strengthen their motivation bringing out their creative talents2.offer ECEC educators’ the suitable competencies to evaluate and address adequately children’s level of skills and maturity for being more inclusive and to better face the transition to primary school 3.using a common approach for teaching these competencies in different Members States, the project will also promote transnational trust and cooperation, as well the collaboration among the different types of stakeholders across EU.Partnership: 8 project Partners coming from 6 EU countries (IS,IT,BG,CZ,EE,RO) where the development of SEC from the EC among nursery schools, kindergartens and preschools is highly required.Methodological approach and key outputs: Since the very beginning of the Partners will agree upon a common methodology and set of instruments to identify and select good practices in teaching SEC from an early age within nursery schools and kindergarten more relevant for this project. Then, Partners will design and develop an educational toolkit for supporting children in developing the main SEC and other relevant skills and competences that they have to consolidate through practical activities and exercises that will be also validated during some leaning activities.Impact and long-term benefits:a.innovate classroom pedagogical methodologies to create more effective learning settings;b.introduce nursery schools, kindergarten and preschools to child-centered pedagogical approaches to better sustain children’s overall development;c.make sure that a constructive cooperation between educators, children, parents and the whole ECEC community is established."