About the project
This project is an ERASMUS +, Key Action 2, Cooperation for Innovation and the Exchange of Good Practices – Strategic Partnerships for school education and brings together Higher Educational Institutes, Local Authority/Municipality and Early Years Settings and their Practitioners from 3 partner countries England, Norway and Spain. The Higher Educational Institute partners and Setting Partners will be using their expertise to develop a range of instruments/tools/strategies to be used by early year’s practitioners to improve their provision and practice supporting disadvantaged toddlers.
The project aims to improve the practice of professionals working with disadvantaged toddlers, in order to help them get the best start to formal education, in the hope that they will go on to maximise their potential and be active citizens in the future. It provides a unique opportunity for transnational collaboration of the partners in particularly the early year’s practitioners to work with and alongside each other. At the same time we will develop a collaborative and ongoing dialogue with different stakeholders from the three partner countries; Early Childhood Education and Care (ECEC) setting partners, ECEC practitioners and local authorities/municipalities and Higher Educational Institutes partners, to create new opportunities and approaches which will provide high quality learning opportunities for Continuing Professional Development.
The early years are crucial to a child’s future success, and this period is even more important for those toddlers from disadvantaged backgrounds. We aim to enhance the teaching and learning of early year’s practitioners by developing their knowledge and understanding of the theory and practice of supporting toddlers’ wellbeing. The Continuing Professional Development developed in this project will focus on a holistic approach which is targeted at disadvantaged toddlers and the settings partners have been selected with this in mind. By creating such tools we aim to improve the practice of practitioners working with disadvantaged toddlers, in order to help them get the best start to formal education, in the hope that they will go on to maximise their potential and be active citizens in the future.