To act or not to act? That is the question

To act or not to act? That is the question

To react and solve the conflict between children or to let them face the problem on their own? Where is the line between promoting children’s autonomy and maintaining order and harmony in the group? Joanna, an ECE professional from a

Self-regulation in crèches

Self-regulation in crèches

Toddlers are experimenting with clay and water. Katie is building complicated waterways using plastic blocks. Her younger friend Anna looks at it in silence. ‘What are you doing, Katie?’ – the teacher asks. ‘The water is flowing fast!’ Placing her

Young children growing up in diverse contexts primarily identify with their schools!

Young children growing up in diverse contexts primarily identify with their schools!

This blog post was contributed by Johan De Wilde (ODISEE).   “We are the giraffes’ class, but miss Monique is the beavers’ teacher.” In this quote ‘we’ refers to a group of five-year-old kids in a pre-primary school in Belgium.

Early childhood education and sustainable development goals

Early childhood education and sustainable development goals

This post was contributed by Tiago Almeida (ESELx). The Millennium Development Goals only considered children with reference to child mortality and maternal mortality. While important, both indicators are insufficient to ensure the future well-being of children and families. Beyond survival,

A horrid brat in class? The story of a 3-year-old child of parents with a mental illness

A horrid brat in class? The story of a 3-year-old child of parents with a mental illness

Once again Jip has hurt a child in the circle. For the third time in one week. While the teacher is reading aloud, Jip starts yelling, making it nearly impossible for the other children to follow the story. When teacher Jill tells the boy to stop shouting, he looks at her defiantly. “No, I won’t stop”, three-and-a-half-year-old Jip says in a self-assured way and he simply continues. In a mere couple of weeks, the toddler has turned into a badly-behaved child.

Innovations in ECEC do not always result in positive evidence. How should we deal with it?

Innovations in ECEC do not always result in positive evidence. How should we deal with it?

This blog post was contributed by Helena Taelman (ODISEE).    Educational professionals and researchers may build a nice innovation, grounded in the most recent insights of developmental and educational science. Nevertheless, it may not work as expected, since classrooms and schools