Pedagogy in Practice

Interactions in pedagogical practices

Pedagogical practice is heavily reliant on interactions. Interactions between staff, with and between children, but also with parents, for example. We develop useful tools relating to topics you encounter in these interactions.

Examples include:

• (Outdoor) play 
• Language and communication 
• Wellbeing and engagement 
• Group dynamics between children 
• Using digital tools 
• Diversity

Organisational structures

A pedagogical practice is an organisation that needs to be run like any other. Policy and organisation are therefore also a relevant research topic. We develop practice-based tools on such topics as: 

• Team coaching
• Leadership style
• Visioning
• Work organisation

Networks of pedagogical practices

It takes a village to raise a child. Nurseries, sports clubs, child care after hours, schools: instead of being islands, all these organisations are always connected. In this theme, we develop practical tools for pedagogical practices, offering them the support they need to operate within a network. What is needed, and how should you go about this?

Achievements 

• GOTALK. This project focused on making decision-making processes at school and in leisure time more inclusive and child-friendly. It explored ways to strengthen and sustainably embed inclusive and child-friendly participation in school and leisure contexts, and to generate greater policy impact by taking children’s voices into account. The project was carried out in Belgium and Italy, and additionally sought ways to make the project’s ideas on child participation applicable to other countries. We made guidelines for more inclusive and child-friendly decion-making processes at school.  
• VRAC. How can schools and leisure organisations work together in a network to combat school drop-out? We published a brochure that offers inspiration for anyone interested in setting up such a network.
• PACE (Providing Access to Childcare and Employment). How can childcare organisations work together in a network to offer parents various forms of flexibility? To this end, we developed a workbook and webinar, as well as checklists and other useful tools for employers, counsellors, and employment agencies on this topic.
• Childcare 2030. How can we use SDG's as a framework for implementing sustainability in two day-care centres in Flanders? In this article, we wrote down the desired actions and structural changes we noticed during our project.
• Exploring the power of natural outdoor spaces in enhancing early childhood practitioners' wellbeing. Through this study we unraveled the positive outcomes of greening outdoor spaces in childcare centers in Flanders and the challenges that it may encompass.
• Allegories on creating opportunities for dialogue between childcare practitioners and parents during an action research in two out-of-school care centres. The article focuses on showing how the work on contacts between practitioners and parents also changed the meaning practitioners attached to parental involvement in out-of-school care.
• Born to socialize. This brochure shares findings from recent research on how young children behave and interact socially. It also includes practical exercises to inspire professionals in early childhood care and education. Eight thematic chapters explore topics such as crying, facial recognition, imitation, and cooperation, tailored to different age groups. The goal is to help educators and caregivers observe, understand, and support children in their development more effectively.