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.
Europe and Central Asia
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.
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 focuses on the professionalization of early childhood in Australia, Chile, England, Germany, Ireland and the United States.
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:
The early years workforce in England from the Education Policy Institute (EPI) compares conditions and characteristics of childcare workers with those in occupations that are often regarded as career alternatives.
The report highlights several key findings:
Call to Action on the Social Service Workforce Strengthening in the Europe and Central Asia Region, developed by Oxford Policy Management and UNICEF Europe and Central Asia, seeks to ensure that functions, competencies and qualifications across the social service workforce are aligned so there will no longer be unqualified professionals in roles requiring professional competencies and there will be a range of personnel deployed across a range of services with the right qualifications for the competencies and responsibilities of their position.
Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review explores innovation as an aspect of in-service continuous professional development in ECEC.
The Vision for Specialised Child Protection Services in the Republic of Moldova lays out a common vision on the system of child protection services and includes a variety of specialized services needed in order to form an integrated and coherent system to meet the complex needs of children victims and witnesses of child abuse and neglect.
This report is the final report of the CARE project (Curriculum Quality Analysis and Impact Review of European ECEC). It aims to highlight priorities in ECEC professional development and develop recommendations regarding high-quality provisions for common EU policies. Six policy priorities are identified in throughout the report: