Other looks at children's education

Summary

Our project reflects a strong commitment to the core values of the Erasmus+ programme. We visited several European countries to learn about different pedagogical approaches in early childhood education. This experience enabled us to promote inclusion, educational innovation, international cooperation, and respect for cultural diversity - key principles of Erasmus+. The exchange of best practices and professional reflection proved deeply enriching, generating a positive impact on both our teaching team and the broader educational community.

“Participating in the project has been a transformative experience. It allowed me to open my mind, question my practices, and appreciate the work we do even more. I'm taking away new ideas and a lot of inspiration as a driver of change”.  

Topic(s) addressed

• Diversity
• Inclusive pedagogies
• Emotional education
• Teamwork,
• Ties with families
• European networks and the exchange of good practices among professionals
• Child well-being
• Respect for nature

Target group(s)  

• Early childhood educators
• Management teams
• Families
• European partners

Methodologies used 

The approaches implemented in the project are innovative as they promote child-centred early childhood education, grounded in free play, experimentation, and respect for individual developmental rhythms. Active methodologies- such as space-based learning, pedagogical documentation, and observation as an assessment tool - have been integrated into practice. The project also fosters meaningful inclusion, family involvement, and collaborative work among professionals. Inspired by European models, this approach has enabled us to adapt best practices to our context, creating more open, flexible, and emotionally secure environments that support the holistic development of every child.

Innovation environment 

The learning environments created through the project support innovative approaches by being flexible, accessible, and designed from the child's perspective. They were organised to foster autonomy, free play, sensory exploration, and decision-making. Emphasis was placed on the use of natural materials, open spaces, and a strong connection with nature. These environments promote inclusive and emotionally safe education, with a focus on child well-being. They also facilitate active observation by adults, encouraging respectful, needs-based intervention tailored to each child. 

Teachers’ role 

The teachers involved in the project have been key agents of educational transformation. By observing best practices in other countries, they reflected on their own approaches and implemented more respectful, inclusive, and child-centred methods. They shared their learning with the wider team, promoting methodological changes such as environment-based learning, pedagogical documentation, and emotional support. Their active involvement and openness to change have been fundamental in consolidating a culture of pedagogical innovation within the school. 

Impact and output 

The innovative processes implemented have had a positive impact on all target groups. Students benefit from more inclusive and stimulating environments; teachers have enhanced their professional practice and motivation; and families are now more actively involved in school life. The inclusion of children with fewer opportunities has been supported through accessible environments, individualised attention, and stronger coordination with external services. The educational community as a whole has strengthened its cohesion, commitment, and openness to new approaches to teaching and learning, generating sustainable and shared change. 

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