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Вопросы к экзамену
This report illustrates the professional development methods that were used in the START project for discussing and improving educational transition practices with various groups of ECEC and primary school professionals as well as parents
Учебная программа "Актуальные проблемы конституционного права " для магистрантов 1-24 81 02 Правовое обеспечение публичной власти
Transitions across the home environment, early childhood education and care (ECEC) settings and
compulsory school education (CSE) mark significant changes in the life of children and their families
and communities. Positive experiences of transition between educational levels can be a critical
factor for children’s future success and development, while negative experiences can have lasting
challenges leading to poorer educational performance, especially for more disadvantaged children.
Adopting a more unified approach to caring and learning (educare) across educational settings in
order to sustain continuity of children’s experiences over time, can significantly improve children’s
educational achievement and socio-emotional development. In turn promoting inter-institutional
professional learning communities of ECEC and primary school staff as well as involving parents in
the transition process are considered to be key factors in ensuring successful transitions. Taking these crucial elements into account, practitioners and researchers from four different countries
have collaborated in a transnational action-research study (START/Erasmus +) in order to foster warm
and inclusive transitions across the early years. In line with the European Commission priorities, the general objectives of the project were:
• to ensure a good start in education for all children, by enhancing the quality of ECEC and by
ensuring that the benefits of ECEC are carried through to statutory school/ education levels;
• to support teachers and ECEC staff to adopt new methods and tools for dealing with complex
classroom realities and diversified groups of learners.
More specifically, four pilot projects in four different countries (Sl, It, UK, Be) were established to
develop warm and inclusive transitional practices with specific attention to children and families who
face complex family situations (e.g. socio-economic disadvantage) and are at ‘risk of social exclusion’
(e.g. Roma, children with migrant background, refugee children, children with special educational
needs). These innovative practices were enabled by setting up inter-institutional professional learning
communities of ECEC, primary school staff and/or other local stakeholders. By engaging in action
research supported by researchers, ECEC and primary school staff explored new pedagogical
approaches and educational methodologies that supported children and families in facing successful
transition processes
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