Early Change: Description of a Project for Continuing Professional Development



This chapter provides detailed descriptions of the basic purpose, the goals, the methodology, the participants, and the philosophy of the Early Change project. It presents information about the project’s structure, consortium, and basic aims and discusses the methodology, the instruments, and the training procedures that were implemented during the course of the project. It ends with a description of the project’s results, the deliverables, and the outputs as well as its potential for innovation and the conclusions drawn from the overall experience.


Early change project Early childhood education Professional development ECERS-R 


  1. Boyd, D., Goldhaber, D., Lankford, H., & Wyckoff, J. (2007). The effect of certification and preparation on teacher quality. Future of Children, 17, 45–68.CrossRefGoogle Scholar
  2. Broberg, A. G., Wessels, H., Lamb, M. E., & Hwang, C. P. (1997). Effects of day care on the development of cognitive abilities in 8-year-olds: A longitudinal study. Developmental Psychology, 33(1), 62–69.CrossRefGoogle Scholar
  3. Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O ‘Brien, M., & McCartney, K. (2000). Do features of child care homes affect children’s development? Unpublished paper, University of California, Irvine.Google Scholar
  4. Croninger, R. G., Rice, J. K., Rathbun, A., & Nishio, M. (2007). Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review, 26, 312–324.CrossRefGoogle Scholar
  5. Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912–925.CrossRefGoogle Scholar
  6. Early, D. M., Bryan, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174–195.CrossRefGoogle Scholar
  7. Fiene. (2002). Thirteen indicators of quality child care: Research update. Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, US Department of Health and Human Services.Google Scholar
  8. Gettinger, M. (2003). Promoting social competence in an era of school reform: A commentary on Gifford-Smith and Brownell. Journal of School Psychology, 41, 299–304.CrossRefGoogle Scholar
  9. Grammatikopoulos, V., Papacharisis, V., & Koustelios, A. (2004a). Construct validity of the self-assessment evaluation form for the Olympic education training program in Greece. Perceptual and Motor Skills, 99, 737–738.CrossRefGoogle Scholar
  10. Grammatikopoulos, V., Papacharisis, V., Koustelios, A., Tsigilis, N., & Theodorakis, Y. (2004b). Evaluation of the training program for Greek Olympic education. The International Journal of Educational Management, 18, 66–73.CrossRefGoogle Scholar
  11. Grammatikopoulos, V., Zachopoulou, E., Tsangaridou, N., Liukkonen, J., & Pickup, I. (2008). Applying a mixed method design to evaluate training seminars within an early childhood education project. Evaluation and Research in Education, 21(1), 4–17.CrossRefGoogle Scholar
  12. Grammatikopoulos, V., Gregoriadis, A., Liukkonen, J., Zachopoulou, E., Gamelas, A., Leal, T., Pessanha, M., & Barros, S. (2014). Evaluation of early childhood education quality across Europe. In C. M. Stracke, U.‐D. Ehlers, A. Creelman, & T. Shamarina‐Heidenreich (Eds.), Changing the trajectory: Quality for opening up education (pp. 82–91), Official Proceedings of the International EIF/LINQ Conference 2014 held in Crete, Greece, on May 7–9, 2014. Berlin: Logos Verlag.Google Scholar
  13. Harms, T., Clifford, M., & Cryer, D. (1998). Early childhood environment rating scale, revised edition (ECERS-R). Williston, VT: Teachers College Press.Google Scholar
  14. Harms, T., Clifford, M., & Cryer, D. (2005). Early childhood environment rating scale, revised edition (ECERS-R). Williston, VT: Teachers College Press.Google Scholar
  15. Hill, T., & Westbrook, R. (1997). SWOT analysis: It’s time for a product recall. Long Range Planning, 30(1), 46–52.CrossRefGoogle Scholar
  16. Howes, C. (1988). Relations between early child care and schooling. Developmental Psychology, 24, 53–57.CrossRefGoogle Scholar
  17. MAEOPP. (2014). What is best education practice? MAEOPP Best Education Practices Center. Retrieved June 28, from,
  18. NICHD, Early Child Care Research Network. (2000). The relation of child care to cognitive and language development. Child Development, 71, 960–980.CrossRefGoogle Scholar
  19. OECD. (2001a). Starting strong: Early childhood education and care. Paris: OECD.CrossRefGoogle Scholar
  20. OECD. (2001b). Policy challenges for early childhood education and care provision across OECD countries. A report presented at the Stockholm Conference Report, launched at an international conference in Stockholm, June 13–15th, 2001, pp. 1–3.
  21. OECD. (2006). Starting strong II—Early childhood education and care. Paris: OECD (Organisation for Economic Co-operation and Development).Google Scholar
  22. Peisner-Feinberg, E., & Burchinal, M. (1997). Relations between preschool children’s child-care experiences and concurrent development: The cost, quality, and outcomes study. Merrill-Palmer Quarterly, 43, 451–477.Google Scholar
  23. Peisner-Feinberg, E., Burchinal, M., Clifford, R., Culkin, M., Howes, C., Kagan, S., et al. (2001). The relation of preschool child-care quality to children’s cognitive and social development trajectories through second grade. Child Development, 72, 1534–1553.CrossRefGoogle Scholar
  24. Pianta, R. C., Belsky, J., Houts, R., Morrison, F., & The National Institute of Child Health and Human Development Early Child Care Research Network. (2007). Opportunities to learn in America’s elementary classrooms. Science, 315, 1795–1796.CrossRefGoogle Scholar
  25. Sylva, K., Melhuish, E. C., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project: Final report (London, DfES). London: University of London, Institute of Education.Google Scholar
  26. Sylva, K., Taggart, B., Siraj-Blatchford, I., Totsika, V., Ereky-Stevens, K., Gildena, R., et al. (2007). Curricular quality and day-to-day learning activities in pre-school. International Journal of Early Years Education, 15(1), 49–64.CrossRefGoogle Scholar
  27. Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2010). The early childhood environment rating scales: Curricular extension to the ECERS-R (3rd ed.). Stoke: Trentham Books.Google Scholar
  28. Towns, D. P., & Serpell, Z. (2004). Successes and challenges in triangulating methodologies in evaluations of exemplary urban schools. In V. G. Thomas & F. I. Stevens (Eds.), Co-constructing a contextually responsive evaluation framework (pp. 49–62). San Francisco: Jossey-Bass.Google Scholar
  29. Zachopoulou, E., Grammatikopoulos, V., Gregoriadis, A., Gamelas, A., Leal, T., Pessanha, M. et al. (2014). Comparing aspects of process quality in six European early childhood educational settings. In Proceedings of ICERI 2013 Conference (pp. 4218–4224). November 18–20, 2013, Seville, Spain.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.A.T.E.I. of ThessalonikiThessalonikiGreece
  2. 2.University of CreteRethymnoGreece
  3. 3.Aristotle University of ThessalonikiThessalonikiGreece

Personalised recommendations