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Training courses for ECEC staff

As part of its commitment to high-quality in-service training, the INTEC project is developing an innovative programme for Early Childhood Education and Care (ECEC) professionals. The training is centred around five key themes identified by the project partners as essential for today’s educators:

Internationalisation of the pre-school settings

The course aims at recognizing the importance of internationalization in the context of early childhood education. Indeed, participating in international activities allows early childhood educators to stay updated professionally, exchange best practices, and develop an intercultural perspective. They can improve their language skills and build global professional networks. These experiences enhance teaching quality and prepare children for a globalized world.

Thanks to this course, students will understand the idea and benefits of internationalization and learn how to incorporate the concept in a preschool settings. Furthermore, the participants will assess the organizational capacity to be able to improve internalization in preschool through a strategy. Finally, the participants will also learn about the Project Cycle Management (PCM) method and thereby be able to plan and implement projects with Erasmus+ programme. Additionally, participants will gain knowledge of the Erasmus+ education funding program, including its objectives, funding mechanisms and application process.

MAIN LEARNING OBJECTIVES:

  • to acknowledge the role of internationalization in professional and personal development.
  • to assess the organisational capacity and improve the degree of internationalisation of the pre-school through a strategy. to learn how to plan international activities.
  • to foster engagement and activate all pre-school components (children, staff, families, community) in international activities. to plan and implement projects with Erasmus+ through PCM.

The school-families relationship and family participation

1. Understanding family diversity in educational settings

2. Designing welcoming spaces: principles and practices

3. Facilitating effective workshops and pedagogical meetings

4. Utilizing pedagogical and visual documentation for communication

5. Promoting children’s rights and respectful interactions.

MAIN LEARNING OBJECTIVES:

  • Understand the importance of family-school relationships from an international perspective.
  • Develop skills in designing and implementing welcoming environments for families and children.
  • Enhance their ability to conduct effective workshops and pedagogical meetings that engage families and practitioners. Utilize pedagogical and visual documentation to strengthen school-family communication.
  • Advocate for and promote children’s rights and respect their individuality within educational settings.

MATERIALS OF THE TRAINING COURSE

  • Comparative analysis across schools/countries: Studying how each school or country implements strategies for family-school relationships, drawing comparisons to identify effective practices. Case studies and real-life examples depicting challenges and successes in family-school relationships.
  • Relevant Literature: articles, books, and research papers on family-school dynamics, children’s rights, and inclusive education. Reviewing scientific literature to understand theoretical frameworks and empirical findings on family-school dynamics and effective communication strategies.
  • Documentary workshop: Pedagogical and visual documentation samples illustrating children’s learning journeys and communication with families. Showcasing diverse images and evaluating their transmission effectiveness, examining their intent, objectives, and purposes within educational contexts.
  • Reflective Rubrics: for self-assessment and improvement in family engagement practices and workshop effectiveness.

Social and green sustainability

Global problems, including climate change, biodiversity decrease, social inequalities, and tensions, are systemic challenges in which education has a key role to play. Civic participation and activity, responsibility for the sustainable development of the local community and the world characterize modern education and the competencies that must be acquired to implement education for social and green sustainability.

The training course enables ECEC professionals and participants to deepen their understanding of the potential of education to create a peaceful, equitable and ecologically balanced world, and encourages practitioners to develop competence to act and be aware of social and green sustainability through collaboration between the educational institution and the local community. The aim of the training course to promote the improvement of responsible pedagogical action to facilitate the implementation of social and green sustainability principles and find out how to implement these principles in the daily activities of ECEC.

 

MAIN LEARNING OBJECTIVES:

  • Develop a heightened awareness and practice of social and green sustainability
  • Embed the principles of social and green sustainability into the new competence curriculum on CPD
  • Improve pedagogical competence for actualization of sustainable development in an educational institution and daily activities, as well as in the context of local and global community.

 

CONTENT OF THE TRAINING COURSE:

  • Sustainable and ecological education in preschool.
  • Global social and green sustainability challenges in everyday life and education
  • Basics of sustainability: well-being and harmonious development.
  • Learning strategies and approaches and methods for implementation of social and green sustainability principles in daily activities in ECEC.
  • Green entrepreneurship education – general description.
  • Global challenges of social and green sustainability to improve the quality of life for existing and future generations.
  • Good practices of social and green sustainability learning in preschool.

MUMABOT

The course is an exploratory project experience interested in exploring the potential of the intersections between expressive languages and ‘disciplines’ by considering them as fields of experience. Our hypothesis is that the presence and use of two or more different languages facilitates children’s access to and expression of knowledge and promotes learning (where by languages we mean the different modes of representation, communication and expression through different media and symbolic systems). The contact and contamination zones created when 2 (or more) languages are present together are potential areas of development that can facilitate learning. In the training course, participants will be involved in practical activities to understand and “feel” the connections, experimenting with new ways of understanding and learning things that are usually perceived as specialised and out of the ordinary: the course aims to make the participants feel comfortable with music, mathematics and robotics concepts and knowledge in a holistic and natural way.

MAIN LEARNING OBJECTIVES AND OUTCOMES

  • Creating experiences that weave together multiple ways for children to know, understand and express themselves.
  • Making complex concepts in music, mathematics, physics and robotics accessible, deconstructing the concepts to find different ways to learn and teach them.
  • Observing and reflecting on children’s thinking processes.
  • Using observation and design tools.
  • Creating playful and engaging settings where emotions are recognized as part of the learning process.

TOPICS OF THE TRAINING COURSE

  • Concepts of time and quantity in music, math, physics and robotics (rhythm, algorithm, duration, length, fractions, proportionality)
  • Languages as codes, coding as languages by playing with digital and analogic Steku, Lego, Rhythm Box and Ozobot (also unplugged versions)
  • The Learning Context: how to create playful, engaging and exciting scenarios
  • The role of the adult: trigger questions or solutions? Examples or indications? Offering possibilities in thinking process; Tools to observe and document learning, interactions and thought processes
  • Designing workshop activities (project approach based on observation, didactic transposition, fields of experience and trans-disciplinarity).

Diversity, equity and inclusion

The course is an exploratory project experience interested in exploring the potential of the intersections between expressive languages and ‘disciplines’ by considering them as fields of experience. Our hypothesis is that the presence and use of two or more different languages facilitates children’s access to and expression of knowledge and promotes learning (where by languages we mean the different modes of representation, communication and expression through different media and symbolic systems). The contact and contamination zones created when 2 (or more) languages are present together are potential areas of development that can facilitate learning. In the training course, participants will be involved in practical activities to understand and “feel” the connections, experimenting with new ways of understanding and learning things that are usually perceived as specialised and out of the ordinary: the course aims to make the participants feel comfortable with music, mathematics and robotics concepts and knowledge in a holistic and natural way.

MAIN LEARNING OBJECTIVES AND OUTCOMES

  • Creating experiences that weave together multiple ways for children to know, understand and express themselves.
  • Making complex concepts in music, mathematics, physics and robotics accessible, deconstructing the concepts to find different ways to learn and teach them.
  • Observing and reflecting on children’s thinking processes.
  • Using observation and design tools.
  • Creating playful and engaging settings where emotions are recognized as part of the learning process.

TOPICS OF THE TRAINING COURSE

  • Concepts of time and quantity in music, math, physics and robotics (rhythm, algorithm, duration, length, fractions, proportionality)
  • Languages as codes, coding as languages by playing with digital and analogic Steku, Lego, Rhythm Box and Ozobot (also unplugged versions)
  • The Learning Context: how to create playful, engaging and exciting scenarios
  • The role of the adult: trigger questions or solutions? Examples or indications? Offering possibilities in thinking process; Tools to observe and document learning, interactions and thought processes
  • Designing workshop activities (project approach based on observation, didactic transposition, fields of experience and trans-disciplinarity).

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Pr. nr.:2023-1-SE01-KA220-SCH-000156400

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