Nima SharmahdVBJK · Center for Innovation in the Early Years
Nima Sharmahd
PhD
About
25
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Introduction
Skills and Expertise
Publications
Publications (25)
The aim of this publication is to summarize the purposes, methods, findings and good practices of the European project (Erasmus+ KA2) Intercultural Early Childhood Education and Care Curriculum Design for Professionals (I.ECEC) for ECEC-professionals, practitioners and University students. The main objective of I.ECEC project was to develop an inte...
These Guidelines are the outcome of the second part of the SEED project, during which
we piloted a group reflection pathway, called WANDA( www.wanda.community), 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.
T...
This is a SUMMARY of the SEED Guidelines, which are the second publication of the SEED project, during which we piloted a group reflection pathway, called WANDA ( www.wanda.community), 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 c...
The relation between ECEC (Early Childhood Education and Care) and competent staff is gaining internationally more and more attention (OECD, 2006; Penn, 2009; European Commission, 2011; Urban, Vandenbroeck, Peeters, Lazzari, Van Laere, 2011; Peeters & al., 2015). But what is meant by ‘quality’ and by ‘competence’ is a complex and often contradictor...
‘SEED: Social and Emotional Education and Development’ is a European project designed to draw attention to the importance of social and emotional wellbeing for children’s learning and development, and support the continuing professional development of practitioners working with 2.5 to 6-year-olds
in this area. SEED is conducting research and improv...
We present our research findings on the profiles of ECEC assistants in 15 European countries and their professional opportunities. In particular we focus on how to create coherent pathways towards continuous professional development for working with parents and children. Several publications have underlined that quality in ECEC is dependent upon co...
Alors que la littérature insiste sur le renforcement de la collaboration familles-professionnel-le-s et sur la capacité de ces dernières à négocier et penser les manières d'accueillir et d'éduquer de jeunes enfants, les professionnel-le-s soulignent, sur le terrain, leur difficulté à gérer quotidiennement leur relations avec les familles. Ils/Elles...
Alors que la littérature insiste sur le renforcement de la collaboration familles-professionnel-le-s et sur la capacité de ces dernières à négocier et penser les manières d'accueillir et d'éduquer de jeunes enfants, les professionnel-le-s soulignent, sur le terrain, leur difficulté à gérer quotidiennement leur relations avec les familles. Ils/Elles...
Focusing on diversity represents a step forward towards a complex concept of quality in the early childhood education and care (ECEC) system. The diversification of programmes and services takes shape within this framework, bringing a shift from purely technical issues towards a joint construction of the community's culture. Its complexity is visib...
Researchers and international organisations recognise that the quality of ECEC services is related to a professional and competent workforce. The latter should be part of a ‘competent system’ that is capable of linking staff's initial good education to the possibility of constantly reflecting on ideas and practices. Continuous professional developm...
Researchers and international organizations broadly agree that the quality of early childhood education and care (ECEC), and of schools, depends on well-educated and competent staff (OECD, 2006; UNICEF, 2008; Milotay, 2016). The contemporary educating/teaching profession has become incredibly complex (European Commission, 2011a) prompting calls for...
There is broad consensus amongst researchers and international organisations that the quality of early childhood education and care (ECEC), which means the wellbeing of children and families, depends on well-educated and competent staff. This remains a challenge in Europe, since part of the workforce is also represented by low-qualified ECEC assist...
At the European level, the importance of a qualified workforce is
acknowledged in the revised priorities for the strategic cooperation in the field of education and training
(European Commission, 2015a); it identifies professionalisation of staff as one of the key issues for further
work in ECEC. In many countries, part of the workforce is represen...
There is growing evidence among researchers and international
organisations that quality of Early Childhood Education and Care (ECEC), and
ultimately the outcomes for children and families – especially disadvantaged
ones – is dependent on well-educated and competent staff, and that a lack of
higher pre-service training can be partly compensated by...
The article takes into account the Italian panorama of early childhood services, in relation to families. After an initial introduction to our contemporary system, consisting of a multitude of typologies of families, increasingly alone from an emotional point of view, the article highlights the role of the ECEC initiatives as contexts of “family ed...
L'article prend en compte le panorama italien des services pour la petite enfance, en relation avec les familles. Après une introduction initiale au système contemporain, composé d'une multitude de typologies familiales, de plus en plus isolées du point de vue affectif, l'article met en évidence le rôle de la crèche comme contexte d'éducation/accom...
A step-by-step approach towards listening to and the reception of families : individual interviews with parents in ECEC initiatives
The article presents the Italian panorama of early childhood services, in the context of children’s families. After an initial introduction to contemporary family models, consisting of numerous family typologies, incre...
L’articolo prende in esame la realta relazionale che lega famiglie immigrate e scuola dell’infanzia, attraverso l’analisi di quattro focus group condotti nella scuola dell’infanzia dell’Istituto degli Innocenti di Firenze con genitori e insegnanti. Il lavoro svolto mette in luce alcuni aspetti relativi alle aspettative reciproche di scuola e famigl...
Projects
Projects (4)
Starting from the assumption that CPD has a strong impact on both the quality of ECEC and the experiences of parents and children, especially those from families living in vulnerable situations, this special issue provides new insights on the kinds of approaches to CPD that improve practice.
Researchers from different parts in Europe have put together their recent research results on the multi-levelled mechanisms that foster positive effects of ECEC through Continuous Professional Development.
http://onlinelibrary.wiley.com/doi/10.1111/ejed.2018.53.issue-1/issuetoc?campaign=woletoc
The main focus of my research is on professionalisation of the workforce: workforce preparation, in-service training, competences to work in a context of diversity and men as workers in ECEC.
