FULL LIFE Final Publication

The FULL LIFE Project, co-financed by Erasmus+ Program, allowed the exchange of
good practices and mutual professional enrichment between organisations and experts working for
the development and inclusion of people with physical, mental, intellectual or sensory impairments.
The project fully corresponds and contributes to the achievement of the European Disability
Strategy 2010-2020, which paved the way to a barrier-free Europe and to empower persons with
disabilities so they can enjoy their rights and participate fully in society and economy, and of the
Strategy for the rights of persons with disabilities 2021-2030, aiming to ensure that all persons with
disabilities in Europe enjoy their human rights, have equal opportunities, equal access to participate
in society and economy, are able to decide where, how and with whom they live, move freely in the
EU regardless of their support needs and no longer experience discrimination.

STEAM+ 2021

The overall objective of the STEAM+ 2020 project is to improve children’s education by creating an innovative approach that integrates the academic knowledge in the field of STEAM skills with the ECEC practises in order to develop the creative and critical thinking skills of the future citizens of the EU.

PROGRAM: Erasmus+ Partnerships for Creativity

CODE: 2020-1-HU01-KA227-SCH-094051

BUDGET: 133.480,00 €

IT-ARGF 2022

The Innovative Training – Augmented Reality for Green Food (IT-ARGF) objective is to preserving biodiversity and promoting organic production in the agri-food sector.
Aims at increase the level of competences in the field of organic food production and to contribute to biodiversity enhancement through a technological framework for collective action, supporting innovative approaches and the use of digital technologies in education and learning.

PROGRAM: Erasmus+ Cooperation parterships in vocational education and training

CODE: 2021-1-MK01-KA220-VET-000025293


NET-WORKS Country Report

This country report collects the information on work-based adult education providers in Hungary, Ireland, North Macedonia, Portugal, Romania, Serbia, Slovacchia. The document analyzes the consistency with EU and international policy, networking and funding, and challenge and recommendations.

ART & INCLUSION Good Practices

Summary of good practices of artistic and cultural activities, in the context of non-formal adult education, which have facilitated the development of the skills of persons with disabilities and persons with mental health problems and contributed to their social inclusion process, including the process of re-entering into the labour market and short description of the national context regarding the social inclusion and the national strategies and policies.

I.ECEC Final Publication

Globalisation and migration paved the way for an increased cultural diversity in today’s societies. This societal change entails challenges for educators and teachers in (pre)schools. The increasing pluralism, in particular multiculturalism with its linguistic and cultural diversity is raising the need for a customized curriculum within Early Childhood Education and Care services (ECEC). Especially, new knowledge, evidence informed tools and good practices in order to accommodate and accompany the growth of all children. Therefore, the aim of this final publication is to summarize the purposes, methods, findings and good practices of the project Intercultural Early Childhood Education and Care Curriculum Design for Professionals (I.ECEC) for educative professionals, practitioners and high school students. This compilation implies several activities covering both national (partner countries) and international (EU) levels, namely: literature review, data collection, analysis and description of the good practices regarding ECEC (Early Childhood Education and Care) in intercultural perspective.
The first chapter concerns an introduction regarding the importance of the Intercultural Early Childhood Education and Care project with reference towards its predecessor the Multicultural Early Childhood Education project. A systematic literature review revealed a major gap in the literature regarding social inclusion in intercultural early childhood education. Therefore, it was interesting to concretize the knowledge and good practices about this topic in order to contribute to the work field of educators and practice oriented scientific research. Afterwards, the research methodology is discussed in the second chapter. The final publication has an exploratory character that aims to understand and foster dealing with social inclusion of disadvantaged children. In order to obtain an answer to this question, action research as a participatory way of doing research were chosen. Both is explained next to the research design; data collection; respondents; and data analysis. The good practices and research findings is discussed in the four consecutive modules in order to answer the main question, namely Module 1: Complex and Diverse Societies; Module 2: Diversity in ECEC-Services; Module 3: Inclusion and Participation; Module 4: Flexible Practice, Innovation and Transformation. The core of this final project; the initial results and suggestions for further projects is finally compiled in the conclusion.
In addition, we developed a teacher’s manual in particular for the implementation of the good practices in own educational practice.

I.ECEC Teacher’s Manual

The final publication comprises the literature review, methods, observations, findings, good practices related to ECEC in an intercultural perspective and practical examples derived from the Intercultural Early Childhood Education and Care Curriculum Design for Professionals (I.ECEC) project. It was made possible with the cooperation of the partners Erasmus Brussels University of Applied Sciences and Arts, University of Florence (UNIFI) Department of Education, Languages, Intercultures, Literature and Psychology (FORLILPSI), Eötvös Loránd University-Faculty of Primary and Pre-School Education, Galileo Progetti Nonprofit Kft., ARCA Cooperativa Sociale a r.l. and Józsefváros United Nurseries. This manual is based on the usage of the final publication. It includes a summary for each chapter along with guiding questions in order to understand the final outcomes regarding social inclusion in intercultural pre-school education. The aim is therefore to concretize a shortcut towards the use of the final publication in order to contribute to the field of education of educators and practice-oriented scientific research.

The impact of COVID-19 in ECEC

The main objective of the I.ECEC survey was to gather information about the experiences of educators during COVID-19 situation and the changes in the practice of the ECEC services.

The semi-structured questionnaire used for the I.ECEC survey was designed by the research team of the University of Florence (UNIFI), coordinated by Ph.D. Prof. Clara Silva, with the support of ELTE TOK and Erasmushogeschool Brussel (EhB) and it consisted of 4 closed-ended questions and 17 open-ended questions. It was translated in Italian, Hungarian and Dutch, with minor changes, to adapt it to specific contexts and realities. The main thematic areas/sections of the questionnaire were: relationship with children and families, routine moments, play and activities and reflections on the COVID-19 experience.

FINE! Book of Recipes

The International Recipe book, that collects healthy, nutritious, balanced, tasty and appetizing, good cooking recipes from each project partners during the implementation of the FINE! project, is a practical tool available both for organizations and families: some of which will become part of the partner menus, and some will be shared with the families by the staff of the educational institution.

Food and Nutrition in ECEC

We are happy to have the opportunity within the “Fine! Food and Nutrition in Early Childhood Education and Care” project to be able to present you some key topics regarding this issue. We collected articles revealing various aspects of food on the topics:
health, prevention of obesity and diseases;
nutritional principles and biology elements;
the importance of nutrition in childhood development;
eating and feeding difficulties in children;
food allergies and intolerance to food;
food as a tool for inclusion and intercultural integration;
nutrition and social inclusion of children in ECEC;
regulations regarding food and food for ECEC;
environmental impact of food, recycle and return of food leftover, prevention
of food waste and leftovers.