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dc.date.accessioned2022-04-08T09:35:46Z
dc.date.available2022-04-08T09:35:46Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/20.500.13012/71
dc.descriptionThe 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.sponsorshipFunded by the European Commission Erasmus Plus programme – School Education, KA2.en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.titleSEEDs of Change: Supporting social and emotional well-being of children in Early Childhood Education and Care (ECEC) through team reflectionen_US
dc.typeOtheren_US
dc.source.beginpage1en_US
dc.source.endpage25en_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.corporateSEED Project Consortiumen_US


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