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The European Union has been working for years to enhance the quality of educational services and provide a general framework for quality criteria.

Among these criteria, having a well-qualified and trained staff is one of the key factors for ensuring high-quality ECEC services. We propose the first in-service training curriculum model with a truly transnational European approach, as it has been developed through dialogue, discussion, and the exchange of best practices among partner countries. This makes it a shared and collaborative effort that goes beyond national borders.

Moreover, this curriculum places a strong emphasis on the dimension of pedagogical journeys (Erasmus+ and partnerships – you know this part better) as a fundamental element for teachers’ professional development today.

What are the shared values that support the curriculum?

1. Early childhood services have a fundamental social value and play a key role in fostering civic participation and democratic citizenship.
2. The educational approach must respect the rights of every child, ensuring an inclusive and equitable learning environment.
3. Play and multiple forms of expression are essential learning experiences, through which children explore, engage, and develop their understanding of the world.
4. Inclusion, valuing each individual, and respect for others are core social attitudes that underpin a cohesive and civil society.
5. Building communities of practice among teachers and networks, as educational work requires collective commitment and collaboration rather than individual effort alone.

These values are shared across diverse European educational experiences and, according to recent research, are fundamental in shaping high-quality early childhood education.

Summary of the Methodology

• Anchored in educational practice – Training is based on teachers’ real-life experiences.
• Action-research models – Case studies and experiences are analysed through a group-based, reflective approach.
• Time-distributed format – Allowing innovations to be tested and integrated into educational settings.
• Creating professional learning communities – Strengthening collaboration and shared knowledge among educators.
• Person- and group-centred approach – Focusing on both individual and collective development.
• Reflection and self-assessment – The key to sustainable and applicable change.