SEEDs of Change: Supporting social and emotional well-being of children in Early Childhood Education and Care (ECEC) through team reflection

dc.date.accessioned	2022-04-08T09:35:46Z
dc.date.available	2022-04-08T09:35:46Z
dc.date.issued	2019
dc.identifier.uri	http://hdl.handle.net/20.500.13012/71
dc.description	The Guidelines include a mix of insights from research and i.e. practitioners’ reflections, as well as practical tools that coaches, mentors and facilitators can use to guide and support ECEC practitioners to reflect on their practice. These Guidelines are meant to be an inspiration for ECEC pedagogical coaches, mentors and trainers who want to invest in reflecting on practice with teams or groups of practitioners, in order to support the socio-emotional well-being of children.	en_US
dc.description.abstract	‘SEED: Social and Emotional Education and Development’ (2017-2019) was a European project that was designed to draw attention to the importance of social and emotional well-being for children’s learning and development, by supporting the continuing professional development of practitioners working with 2.5 to 6-yearolds in this area. SEED partners conducted action oriented research with the view to improve ECEC practice in Croatia, Hungary, Latvia, Norway and the Netherlands. The findings of the first part of the research, which focused on understandings of social and emotional well-being in ECEC settings, and which was based on interviews with 140 ECEC practitioners and 44 principals about social well-being of 1195 five-year-old children in these countries can be found here [https://icdi.nl/media/ uploads/downloads/seed-research-report-21dec18-final.pdf]. These Guidelines are the outcome of the second part of the project, during which we piloted a group reflection pathway, called WANDA, 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.
dc.description.sponsorship	Funded by the European Commission Erasmus Plus programme – School Education, KA2.	en_US
dc.rights	Attribution-NonCommercial-ShareAlike 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/4.0/	*
dc.title	SEEDs of Change: Supporting social and emotional well-being of children in Early Childhood Education and Care (ECEC) through team reflection	en_US
dc.type	Other	en_US
dc.source.beginpage	1	en_US
dc.source.endpage	25	en_US
html.description.abstract	‘SEED: Social and Emotional Education and Development’ (2017-2019) was a European project that was designed to draw attention to the importance of social and emotional well-being for children’s learning and development, by supporting the continuing professional development of practitioners working with 2.5 to 6-yearolds in this area. SEED partners conducted action oriented research with the view to improve ECEC practice in Croatia, Hungary, Latvia, Norway and the Netherlands. The findings of the first part of the research, which focused on understandings of social and emotional well-being in ECEC settings, and which was based on interviews with 140 ECEC practitioners and 44 principals about social well-being of 1195 five-year-old children in these countries can be found here [https://icdi.nl/media/ uploads/downloads/seed-research-report-21dec18-final.pdf]. These Guidelines are the outcome of the second part of the project, during which we piloted a group reflection pathway, called WANDA, 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.	en_US
dc.contributor.corporate	SEED Project Consortium	en_US