Overview:

The project serves the basic need of all partners and their respective target groups to effectively address behavior problems from the very early years of children’s education, by building learners’ socioemotional competence to learn in a socially inclusive environment. Such an accomplishment has multiple benefits in early childhood education and beyond. It operates as a preventative means of children’s school failure and problem behaviors. The project results strengthen teacher education and training, and provide evidence-based practices for promoting socioemotional development in ECEC, a crucial dimension in child development and wellbeing, and a transversal domain in all partner countries. By equipping early childhood teachers with skills as the above mentioned, it is anticipated a boost of their professional development and their well-being. In line with the partners’ work and objectives, the project supports them to expand their knowledge and skills in this topic, improve their capacities to learn, collaborate, and better serve their target groups in their respective countries.

Aims and Objectives:

The overall aim of this project is to create an effective European schoolwide framework that promotes social inclusion and academic engagement. Through collaboration between ECEC centres and academic institutions in Europe, PBS-ECEC focuses on applying a program-wide approach to promote children’s socioemotional competence. Specifically, PBS-ECEC will examine the design and implementation of PW-PBS across ECEC settings, with specific emphasis on:

• training centre-based teams to deliver key elements of PW-PBS to the other professional of the centres;
• producing educator training manuals regarding evidence-based practices to develop socioemotional competence and to respond to challenging behaviour, and
• developing a web-based space to disseminate project activities for effective communication, use and sustainability among consortium partners and others.

Key activities include reviewing evidence basis of socio-emotional competence and mapping practices in each partner country, educator professional development and coaching on effective classroom management, socioemotional learning, and student behaviour assessment.