Professional Development and Impact of the Early Change Project: Reflections from the Greek Example
- 523 Downloads
This chapter focuses on the reflections and feedback from the implementation of the Early Change project in Greece. More specifically, it discusses the particular way in which the project was implemented in Greece, presents some experiences of the early childhood teachers who used the observational rating scales and the way that it influenced their practices. Further, it discusses the impact the use of observational rating scales had on two levels—on the professional development of the early childhood teachers and on the educational policies implemented in the educational districts that were partners in the Early Change project.
KeywordsEarly change project Early childhood education Professional development ECERS-R
- Dafermou, H., Koulouri, P., & Basagianni, E. (2006). Preschool teacher guide. Athens: Pedagogical Institute, Ministry of Ministry of National Education and Religion.Google Scholar
- Eurybase. (2009). Organisation of the educational system in Greece 2009/2010. Eurybase/EACEA (Education, Audiovisual and Culture Executive Agency): European Commission. https://estudandoeducacao.files.wordpress.com/2011/05/grc3a9cia.pdf.
- Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Kouli, O. (2016a). Comparing quality of childcare and kindergarten centres: The need for a strong and equal partnership in the Greek early childhood education system. Early Child Development and Care, 186(7), 1142–1151. doi: 10.1080/03004430.2015.1077820.CrossRefGoogle Scholar
- Harms, T., Clifford, R. M., & Cryer, D. (2005). Early childhood environment rating scale–Revised Edition. Williston, VT: Teachers College Press.Google Scholar
- MoE/PI. (2002). Cross-thematic curriculum framework for compulsory education (DEPPS). Athens: Ministry of National Education and Religion.Google Scholar