comenius multilateral network network for the quality in
TRANSCRIPT
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COMENIUS Multilateral Network
Network for the Quality in Early Childhood Education from 0-6 years
Project N°: 517837-LLP-1-2011-1-ES-COMENIUS-CNW
Deliverable 7: Annual Report 2014
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Third Annual report NETQ6
September 26th 2014
1.Introduction
This is the annual report of the NETQ6 network on state of innovations in Early education- children
0-6 years. It will look at what actions NetQ6 partners have been engaged in to promote innovation
in Early Years.
2. International conferences
The network has held two international conferences in the last year to help promote innovation in
Early Years and to share ideas among partners, affiliates and other interested parties.
2.1Ankara International conference- 16-17 January 2014
Conference was opened by Kamil Aydogan, the Ankara National education director
The conference had 5 keynote speakers including Dr Wassillios Fthenakis and Professors Fiorella
Operto and Emanueli MIcheli and seven panel speakers all taking about different examples of
innovation in Early Years- from robotics in kindergarten to necessary reform to put children at the
centre of learning.This was followed by over 20 workshops on different topics.
These included:
• Summer preschool support programme in Turkey
• Training for childminders in Germany
• Using tablets in a pre school setting from Spain
• Little smiling minds project in Italy
• Early years science education in Greece
The conference was attended by 68 people from over 10 different countries.
2.2 Padua International Conference 11-12 September 2014
Conference was opened by the Faculty rector and took place in the buildings of the Palazzo del
Bo, the site of the old university of Padua.There were 6 keynote speakers including Professor
Daniela Lucanegli from Padua University and Professor Swati Popat Vats President of the Early
ChildoodAssociation in India. They spoke respectively about new discoveries on how the brain
works and how this might affect our understanding of the learning processes of children with
disabilities and about innovative programs for teaching computing in early years settings in India.
This was followed by ten workshops each demonstrating new practices in the field of Early
Education across 10 countries. Examples are:
• Conference of children in Germany
• Using robotics with autistic pupils in Italy
• Integrated Children's Centres in UK
• Logodogo- animals working with children in Poland
• Designing educational computer games in Romania
The conference was attended by 90 people from eleven countries
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3. Website and Facebook Page
NetQ6 have recently launched a new look website with a link to our facebook page and Twitter
feed.
• Our website during the life of the project has had 153108 hits for articles
• 10119 hits expressing interest n the Padua conference
• Our facebook page has 77 members.
http;//www.netq6.eu/en/index
The Network has also established a Youtube channel where you can amongst other things a short
film about the Padua conference:https://m.youtube.com/watch?v=wjHSR6yxAbI
4. Newsletters
During the life of the project we have produced 5 newsletters, - three in the last year.The most
recent one has covered innovative practices such as the Arasaac project in Spain. This is a
communications system based on the use of pictograms to help with language acquisition. It can
be found at http;//arasaac.org/
It also covered a recent program from Northern Ireland called How does your Garden grow aimed
at up skilling parents and practitioners in utilizing outdoor space in Early Years.
These are just two examples. To look at more the link
is:http://www.netq6.eu/docs/NETQ6_newsletter5.pdf
5.Innovation and best practice in early years education-ehandbook
One of the major projects for disseminating ideas on innovation this year was the production of
the ehandbook. This was produced under Work Package 7 of the NetQ6 project and was led by the
UK and Northern Irish partners. The ehandbook is now available in print and online. The link is at
http;//www.netq6.eu/docs/ehandbook
The ehandbook was produced using the Delphi method. This involved collecting information on
best practices within the partner countries- most of these were innovative in some way. This
information was collected in three stages. At each stage the information came back to the lead
people in the project who sifted through the information and formulated new questions
20 December2011 NEWSLETTER 1 20 December2012 NEWSLETTER 2 16 January 2014 NEWSLETTER 3 30 June 2014 NEWSLETTER 4 14 August2014 NEWSLETTER 5
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On May 15th 2014 a panel meeting was held to carry out the final sifting process. The members of
the panel were
Melanie Scott Taylor
Beatrice Bojarra Schachtzbel
Caner Anda
Cristiano Bechelli
Anisoara Dumitrache
Tonine McMenamin
Marleen Collins
Judith Arkwright
Agata Juljanska
The examples of good and innovative practice chosen for the handbook were;
• Toybox project- an outreach program in Northern Ireland aimed at Traveller families
• The Dalton plan- a pedagogic approach used in Poland
• Spain- tablet project; Market of hope project; l Purisma school for the deaf; Literacy workshops
based on stories of the world
• Turkey-Behaviorr based full acquisition approach
• Learning stories- first used in New Zealand and now applied in UK
Three further examples were included in the compilation, also housed on the website
6. Other publications
In addition to the above, previous publications - ie the Comparative Analysis and the Pedagogical
study were made available in other languages:
Compilation of Best Practices:
Comparative Analysis. Summary in German
Comparative Analysis. Summary in Romanian
Comparative Analysis. Estudio completo en español
Comparative Analysis. Summary in Turkish
Comparative Analysis. Summary in Italian
Comparative Analysis. Summary in Polish
New Pedagogical Approaches. Summary in all project languages
These are also available in paper form as well as online
7. Dissemination
In a questionnaire (see appendix) put out to partners at the last technical committee meeting on
9.9.14 they were asked to explain the channels of dissemination for the above publications and
network generally. Below is a summary of their responses.
Northern Ireland
• Bi monthly Professional Content meetings and Professional Learning Community
• Copies in the library
• Local politicians
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• NGOs
• Early Years magazine e.g. see issues no 26,29,30,32
• Networking with English, German Indian and Polish partners
Turkey
• Teacher meetings
• Press
• Website of Ankara Education department
• Social networks
• NGOs
• Decision makers
• schools
• Parents associations
• PhD Students
UK
• Wandsworth website
• National organizations: British Association of Early Childhood Education, Campaign for learning,
Mumsnet; National Children’s Bureau
• Meeting of Wandsworth practitioners- October 2014
• Family Learning website
• Roehampton University Early Years department
• Kingston University Early Year Department
• Children’s Centers and community organizations in Wandsworth
• Networking with Northern Ireland EY organization
Italy
• use identified good practices in teacher training
• use materials in university training courses
• send free to public and private organizations
• university libraries
• internal newsletter
• use in European conferences
Germany
• Thuringian Institute of Further Education
• Associations working with children families and immigrants
• political stakeholders
• Universities especially University of Jena
• Libraries
• Other organizations
• Networking with UK, Northern Ireland and will be arranging an exchange with Indian delegate
Romania
• County school inspectorates
• NGOs
• Teacher training houses
• Teachers through university context
• University staff
Spain
• The government of Aragon website
• Partners have also established an Aragon version of the NETQ6 website
• Emails to schools in the region
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• Teacher training centres/libraries
• Town halls which have private nurseries in their remit
Poland
• The Polish partners have a conference on October 18th on Science n the Early Years curriculum
and this will be their main dissemination point and opportunity to promote NETQ6.
Northern Ireland partners will also be designing a leaflet/flyer aimed at promoting the Network
and particular the website and publications.
5. Recommendations
The future development of the network would need to incorporate the following ideas;
5.1The technical committee of the 9.9.14 also advised that in future developments the network
should divide in to the following areas of intervention within the Early Years Framework:
Technological developments
Families and community (with the aim of involving parents more)
Practitioners and training
Therapies
Policies and advocacies
Universities
5.2 Production of leaflet/flyer by NI detailing the network and its publications
5.3 Also in the questionnaire(see appendix) mentioned above , partners were asked what areas
they would most like to see developed in the network in the future. These were some of the
responses:
• The voice of the child
• Targeting teacher training and higher education colleges
• Using old pedagogies in new ways e.g. related to new studies of the brain, new initiatives in
countries like India
• Use of technology in the Early Years curriculum
• Use of robotics
• How to involve parents/learning stories approach
• Art in the Early years curriculum
• Mechanism for involving community and family in children's education
• Support services for children with special needs
• Development of Northern Irish Media Initiative using puppets
• How to address the policy makers to make any interventions more systematic and sustainable.
Therefore these areas were seen as proposed areas for development in the future network.
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APPENDIX
Italy
What would be useful in your area? What is missing?
1) One of the characterisctics of Italy, almost in every context, is the patchy distribution of
resources and quality.
This means that we do have excellent good practices with advanced technological tools
and strategies but they are not spread evenly and systematically on the territory. We need
wider resources and strategies for dissemination. As an example of this condition, in Italy
internet is weak and doesn't reach many areas and schools.
2) On the other hand, italian familistic culture stretches with the academic push to create
“communities” around the kindergardens to realize this goal almost by itself. Even if we
live in a contemporary world that is complicate and often drives to isolation and solitary,
Italy is only partially affected by this trend.
Formal and informal groups can be easily found around every child and they can get many
kind of supports.
3) More training is always good and needed.
4) Another consequence of the patchy italian effect, complicated by the jungle of public
and private services, is the different quality and quantity of the therapies a child with
special needs can receive. For example in some areas a child could have to wait more than
one year to receive a logopedic therapy from the public service, but not everyone can
effort a private service.
5) As it can be described by many foreign observers, Italian politics are usually “in late” and
most good policies and advocacies come “from the low”. Changes are often slow and
sometimes pretty random. We need a strong public opinion able to force politics to engage
resources for public kindergarden and a sistematic taken into care of children with special
needs.
6) most universities already collaborate with kindergaden, schools and other kind of
institution improving the quality of the services and of research itself.
What might the barriers be?
Most of the barriers are political or economical. They implie the lack of resources available
for early education adeguate structures and educational co-costructivist environments.
What are the main vehicles for dissemination? - I.e. how will you distribute/disseminate
the three publications and the newsletter?
Beside the already known and common ways of dissemination we often stated, we would
add:
- use the material as base and bibliography for other projects
- use identified good practices during training courses for teachers
- propose as material for university courses
- send free to public and private organizations 0-6
- quote it in articles of informative or scientific nature
- send to university libraries
- during european conferencies
- in our internal newsletter
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From the three publications and the conference what struck you as particularly relevant
for your area?
Iinternationals comparisons are extremely productive for new ideas and recombination of
old methods, especially the workshop brought ideas replicable in many local areas. In the
conference we have been caught by the connection between the Indian strategies and
Danliela Lucangeli, and is what we consider innovative. Vygostkji has been mentioned by
both the keynote speakers.
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Germany
On the one hand the “Comparative analysis of European Education for children 0-6 years
old” is useful to inform stakeholders about the situation of preschool and early childhood
education in the partner countries. We recognized that kindergartens, youth welfare
centres, institutions like the Thuringian institute of further training of teachers, curriculum
development and media (Thillm), politicians and other educational organizations involved
in early childhood and preschool education don’t have that much knowledge about
preschool and early childhood education in Europe. Therefore we selected a well
manageable DIN A5 size for the analysis and use it to inform them and raise interests in the
other results of the project and the opportunity to learn more about the field of early
childhood and preschool education in Europe and good practices via workshops and
further qualification for multipliers and educators.
On the other hand the “Study of pedagogical approaches for early education” is useful to
come in contact and cooperation with university staff. The study contains some of the
newest approaches for early education in Europe in a compact way and can support the
quality of teaching in the field of early childhood education at Universities. We already
came in contact with Prof. Dr. Bärbel Kracke. She holds the chair of social and behavioral
science at the University of Jena and leads the consortium for the development of the
Thuringian educational plan for children from 0 to 18 years. She was very interested in our
project and the study and will give us a feedback.
The translated summarized version is useful to inform the above mentioned stakeholders
about the newest pedagogical approaches in Europe and to interest them into the good
practices and further qualification offered by us to implement them.
The “Handbook with practical approaches to quality early childhood education and care” as
a printed version is useful for first information of multipliers and educators. The digital
version is very useful because of the links and further information it is connected to. We
will use the handbook in German to introduce practical approaches to multipliers and
educators and to provide further education to support the implementation of some of the
good approaches in German kindergartens and other educational institutions and centers
like centers for families and immigrants.
We will also include some of the approaches into the qualification and further education of
child-minders. Our experts from the youth welfare offices who participated at the
conference in Padua are very interested in implementing some of the good practices within
their offers of child minders and their work with children with special needs and will
cooperate with us to qualify the child minders in those approaches. Also our expert from
another Thuringian education organization THEPRA who works with children with special
needs will activate the implementation of some of the approaches within her work field
and her colleagues.
Furthermore we will use the handbook to raise interest in further qualification via learning
mobility to institutions of childhood education in our project partner’s countries to
promote practical exchange amongst practitioners in early childhood education.
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What might the barriers
be?
Full versions are just in English language. It is not common
amongst our group of interested persons to speak English that
well that they even will be able to read professional texts.
That’s why we will first of all use translated versions to spread
the ideas and approaches to support the implementation and the
quality of early childhood education especially for disadvantaged
children.
What are the main
vehicles for
dissemination?- i.e. how
will you
distribute/disseminate
the three publications
and the newsletter
We disseminated and will disseminate the printed and digital
versions of the analysis, the study and the handbook within our
organization and furthermore distribute them:
- to our cooperation institutions in the field of early
childhood and preschool education – youth welfare
offices, Thuringian institute of further training of
teachers, curriculum development and media (Thillm),
THEPRA, kindergartens and child minders …
- to associations working with children and families,
immigrants
- to political stakeholders and speakers for matters of
education policy to raise awareness for the importance of
international cooperation and exchange in the field of
early childhood education
- to universities and their experts to qualify the studies of
educators
- to libraries because everyone should have access to the
results of our project
- to other educational organizations involved in early
childhood and preschool education
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From the three
publications and the
conference what struck
you as particularly
relevant for your area?
The three publications:
All of them are relevant for us and our area because we can
reach different target groups with the different products as
mentioned above.
The conference:
Particular relevant for us are the following good practices in so
far that we will introduce them and support kindergartens in our
regions to implement them:
- The practice from Northern Ireland – begin with children
– the doll approach
- as far as possible we will introduce the learning journeys
approach from England in family centers
Very interesting but currently just existing as a great idea for our
region are the examples of Swati Popat –“ Let’s make art one of
the 100 languages of children” and the responsible use of
technology in early childhood education.
We will stay in contact with her to learn more from her and her
practical approaches. We plan an exchange meeting with her to
come to Germany and learn something about the educational
approach of Friedrich Fröbel.
Furthermore we will offer our project partners to come to
Germany and participate on learning mobility about our
introduced and further good practices in early childhood and
preschool education.
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Romania
• What would be useful in your area? What is missing?
1. Parents’ involvement in children’s education and a stronger relation with
educational institutions
2. Day cares centres –to support families and children with learning difficulties, these
centers should be developed by local community
3. Teacher training: special educational programs to help teachers to improve their
teaching skills and working with children with special educational needs.
4. Low capacity of schools to provide support services to children with special needs.
• What might the barriers be?
1. Economic barriers (there are big differences between educational institutions,
between rural and urban)
2. A lack of social involvement
3. An open attitude towards early education as important in children's development
4. Political barriers, the lack of coherent policies in the field
• What are the main vehicles for dissemination?- ie how will you distribute/disseminsate the
three publications and the newsletter
1. ODL Department has good relation with educational institution management. The
main dissemination strategy is focused on the decision makers, especially to county
school inspectorate, NGO’s and Teacher Training Houses.
2. We are in direct contact with teachers so we can disseminate the information to a
wide range of interested teachers, using the university context (meetings,
workshops, different events organized).
3. The university staff from the field, which can use the information contained in the
studies, for university lectures.
• From the three publications and the conference what struck you as particularly relevant for
your area?
4. The comparative analysis can be used to inform the school didactical and
management staff about the reality of educational systems in European and non
European regions.
5. The study on pedagogical approaches will be disseminated in our network of
professionals and practitioners
6. The ideas from the workshops (especially the Aragonese Portal of Augmentative and
Alternative Communication, both workshops from Italy) will be disseminated
through our network of practitioners.
7. The handbook is a good tool to present best practices and to discuss the
opportunity of implementation in our settings (policy makers, practitioners).
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London borough of Wandsworth
What would be useful in your area? what is missing/
Further discussions on the use of IT, looking at the initiatives in Northern Ireland to address
conflict within communities
Our main vehicles for dissemination are as follows:
• Kingston and Roehampton Universities
• Mumsnet
• Wandsworth website and publications
• Family Learning Programme
• Emails to childrens centres
• National organisations
From the three publications and the conference what struck you as particularly relevant for
your area?
We found meeting with most partners beneficial as allowed us to benchmark what we would
consider to be best practice in the early years sector within UK against what is taking place in
the other countries.
At the Padova conference, we found the presentations by Swati Popat Vats and by our English,
German and Polish partners to be very relevant to the emphasis we are currently placing
within our work on the need to support the development of young children’s language and
communication skills and their resilience and emotional well-being. In particular we are
interested in developing the role of family and community and also in looking at the role of IT
in the Early Years.
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Government of Aragon
• What would be useful in your area? What is missing?
Technology . With regards to the aspect of technology as we have stated in other
documents that we have submitted, technology is an aspect in schools that we take very
seriously and make coordinated efforts to improve the network of the internet connection
and the infraestructure avaliable in schools. This fact is coupled with the need to keep up-
to-date and push forward teacher training and the real use of IT in schools.
I think it is fair to say that Aragón has excellent best practices in relation to the use of IT. As
with any aspect within schooling that is continually developing there does seem to be,
however, a somewhat uneven usage. This is dependent on the location and perhaps,
ultimately on the specific teachers in schools.
Families and Community. It´s true to say that in this age range, more than perhaps in others
the links with the families truly exist. It is true to say that in the age range of 0-3 due to
private ownerships, town hall ownership, Department ownerships that there isn´t only one
way of working. There are in the 3-6 age group “Schools for families”. This service can be
requested by schools in the age range 3-6 in state sector schools. There are also more
informal services offered which work around the families both in the age range 0-3 and 3-6.
Staff/Practitioners training. I think the key here is to offer exactly what is needed. We are
working on ways of being able to detect with more precision what staff and practitioners
want to know about and balance that with what they need to know about. There are also
regular seminars with run , in particular in one of the provinces of our region that caters
specifically for this age group. It offers the possibility to discuss and share opinions and
views.
Therapies . I am not too sure what you are referring to here. Practitioners at schools work
in contact with local social services and health services to ensure that each child is attended
to correctly. The areas covered are vast. This has alsdo been covered in other documents
submitted.
Policies and advocacies. Policies are in place and as we have stated in other documents
there are specific curricula for both the age bands 0-3 and 3-6.
Universities. In our region there is a direct collaboration between the Universities and the
Department of Education, University, Culture and Sport. This functions on different levels.
• What might the barriers be?
The biggest barrier for improvement is economical. Aswell as this barrier it is also necessary
keep on moving forward with training and raising awareness of the importance of the
teaching and learning that occurs in this age group.
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• What are the main vehicles for dissemination?- ie how will you distribute/disseminsate the
three publications and the newsletter
Our intention is to promote the three publications on our offical website, on our own
website of Netq6 Aragón, mass email to the schools in the region, to the teacher training
centres, make it available to town halls which have private 0-3 schools, Teacher training
libraries, to the Faculties of Education in the universities ...
• From the three publications and the conference what struck you as particularly relevant for
your area?
I think that what is relevant for our area is what is happening in our area. That´s what
makes it relevant. Another thing is what could happen here.
In my opinion, it´s always extraordinarily interesting to find out about what other people do
in other places. But, it is important to understand why they do it and the cultural structure
and its constraints. From seeing something that you think is interesting and that really
serves a purpose to being able to put into place the complex structure of policies and
infrastructure for that to work, is quite another matter.
For example, what was shown by the UK with regards to the way Wandsworth works with
famiies and offers a service only if the parents actually stay on site is an interesting way to
promote parental participation with their children in a social setting.
Another strategy used by UK of the learning journal, on the surface, seems fairly simple to
be able to set up. The benefit that this “Journal” would be shared between playgroups and
schools gives it some kind of continuity which is very positive. But, undoubtedly, in
practice, it is uncommon for families and their children in the region of Aragón to “migrate”
between different play groups. It is , however, extremely interesting to have a record of
skills and achievements from such an early age with evidences in the format of pictures,
photographs or comments. I think that idea is one that could be discussed and explored,
whether it is possible to build on that idea depends on many factors which are not in my
control.
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Early Years
What would be useful in your area?
Early Years is already involved in all of the above.
What is missing?
Reference to
1.- the Voice of the Child
2.- teacher training colleges
3.- higher education colleges and other providers of training for classroom assistants and staff
within playgroups and private day care centres.
Our main vehicles for dissemination are as follows:
We have already circulated information about previous conferences and newsletters among our
staff and we will continue to do that during our regular meetings, for example, our bi-monthly
Professional Content Meetings (PCM) and Professional Learning Community (PLC) meetings. We
have already planned to circulate the publications at our next PCM which is next week.
We have placed copies of the three publications in our library which is reguallry used both by our
staff and practitioners working in early years settings.
We have also circulated information regarding NetQ6 to our members ( over 1200), local
politicians, NGOsand early years practioners and their settings via articles in our Early Years
magazine which issues every two months and via the Early Years web-site, during the lifetime of
the project (please see below which shows example pages from previous magazines)
Photographs and information about Padova conference are already up on our Facebook and
Twitter account; these will also be included in our next newsletter and will be placed on EY
website.
We agreed in Padova that we (EY) will design a leaflet detailing the NetQ6 website, e-booklet and
the three publications; this will be shared with our partners. This leaflet will be available on our
information stand, along with paper copies of the three publications, at all events that our
Information Officer attends ( usually around four or five per month).
The information relating to the NetQ website, e-handbook and copies of the publication will be
shared with all visitors, both local and international, who visit Early Years. This week, for example,
we hosted a delegation from Bulgaria who wanted to observe good practice relating to children
from our Travelling community ; we gave them a paper copy to take home with them and we also
directed them to the NetQ6 website.
From the three publications and the conference what struck you as particularly relevant for your
area?
We found meeting with most partners beneficial as allowed us to benchmark what we would
consider to be best practice in the early years sector within Northern Ireland against what is taking
place in the other countries. We have already disseminated some of the good practice we
observed and discussed with our staff working directly with early years practitioners across
Northern Ireland.
At the Padova conference, we found the presentations by Swati Popat Vats and by our English,
German and Polish partners to be very relevant to the emphasis we are currently placing within
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our work on the need to support the development of young children’s language and
communication skills and their resilience and emotional well-being.
EY Newsletter issue 26
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EY Newsletter issue 27
EY
19
Newsletter issue 29
EY
20
Newsletter issue 30
EY
21
Newsletter issue 32
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WISINF
What would be useful in your area? What is missing?
1 / classes with robots that can be programmed and operated both individually or in a group. -
Italian proposal. There is a lack of qualified people who could conduct such classes and lack of
materials taking into account needs of this group.
2 / Activities with tablets, series of meetings aimed at developing skills required to use the tablet.
Children animate the characters created with
the help of tablets and tell stories. The disadvantage of this idea is the fact that there is not
Internet connection in various locations to use the applications of mobile devices.
What might the barriers be?
1 / the biggest barrier is the economic aspect related to the cost of each set.
2 / biggest problem is the economic issue - the purchase of tablets, the Internet charge
What are the main vehicles for dissemination? - I.e. how will you distribute/disseminate the
three publications and the newsletter?
From the three publications and the conference what struck you as particularly relevant for your
area? Poland is organizing a scientific conference on October 18, 2014 dealing with the
importance of Early School Education (0 - 6 y. The materials produced by the Netq6 partners will
be distributed to participants and the summary from the conference will be posted on the website
of the University of Computer Sciences and Skills. The conference will also provide links to videos
featuring various good practices in different countries
Of the three publications and conferences which seemed particularly important to you with
because of your surface?
The conference let us realize and understand the diversity and t he needs of individual partner
countries. For some people it is the norm and the necessary conditions associated with: religion
or cultural conditions. For other partners it was a novelty, and look from another point of view.
Openness, possibility of visiting the facilities, talking with teachers highlighted the resolution of
certain issues and participation in very interesting lectures gave an overall picture of the education
of children in different countries.
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ANEM
What would be useful in your area? What is missing?
Eventhough we have technological devices and sources, they are not used widely in classrooms
because of some reasons such as having no internet access, teachers’ lack of knowledge about
using the technology as an educational tool.
We can categorize the families in two phases. One is both parents are working and during the
day they leave their child to kindergarden and after work they would not give enough time for
their children because of being tired. Even they are educated and open-minded, busyness
makes them neglect their children sometimes. On the other hand the other group of parents
are low educated and they need to be convinced for some educational processes and the
importance of early childhood education.
Staff training is supported by Lifelong Learning Program which is a unit of Ankara National
Education Directorate. The trainings are not compulsory but It depends on voluntary system.
We have almost the same problems in terms of policies as the other participants of the
project. Changes are happening very often. For instance, previous years there were cameras in
classrooms so families had the chance to follow their children all day long but this
implementation is not available anymore.
Besides we have a student centralized system which is very useful but sometimes it can be
misunderstood by the families and teachers may have problems about classroom
management.
When it comes to universities problems such as just focusing on theory and not having enough
practicing facilities are the most significant challenges. There is no enough practice. So,
teachers have mostly difficulties in classroom management after graduation when they come
face to face with pupils.
What might the barriers be?
The Possible barriers changes from region to region.
1. Language barrier and cultural diversities (In cosmopolitan cities such as Istanbul, Antalya
etc.)
2. Lack of knowledge about the importance of early childhood education
What are the main vehicles for dissemination?- ie how will you distribute/disseminsate the
three publications and the newsletter?
- Website of the organization
- Press
- The meetings with teachers
- Social Networks
- Informal dissemination (sharing with your colleagues in personal interview)
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The three publications will be disseminated to the target groups.
- All universities
- Ngo’s related with children
- Decision makers, Miniseries
- University libraries
- PhD students
- Schools
- Parents associations
From the three publications and the conference, what struck you as particularly relevant for
your area?
At the conference in Padua ‘Role of developmentally appropriate technologhy in early years
education’