Europe and Central Asia

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:


The early years workforce in England

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

The governments of the region are called upon to act upon the following:  Agreeing to a common set of definitions of the social service and allied workforces in the ECA region Effective long-term planning of the social service workforce and aligning functions, processes, competencies and qualifications Developing the competencies of the social service workforce Supporting the social service workforce

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

Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe Findings from a comparative review

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.


Vision for Specialised Child Protection Services in the Republic of Moldova

Vision for Specialised Child Protection Services in the Republic of Moldova

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.