Enhancing the education and wellbeing of disadvantaged toddlers through the development of training and materials to support early years practitioners

Aims are to: enhance the quality of ECEC developing high quality learning opportunities for Early Years Practitioners (EYPS) through CPD, materials and strategies to reduce disparities in learning outcomes affecting disadvantaged toddlers. UNESCO, 2008 recognizes the importance of early childhood learning and EURYDICE, 2009 identified this as an especially sensitive period in child development and UNICEF, 2007 identified the importance of wellbeing as a global issue. UNICEF wellbeing report cards (2007, 2011) have been used to underpin the project with the following areas being used: 1. Toddlers‘ Wellbeing 2. Toddlers‘ Voice and Expressions 3. Toddlers‘ Language(s) 4. Toddlers‘ Meal Times An interpretative paradigm applied with action research and case study methodology underpinning the projects approach. The following methods are being used to gather qualitative data: focus group interviews, discussion foci and reflective sessions. Applicable ethical guidance adhered to, informed consent gained from all parties and partnership of trust and respect was created. Secure website for all partners to access with all data anonymized. The ToWe Project is still in progress. However the focus group findings have been very encouraging with EYPs demonstrating the positive impact the materials have had on their practice. The final resources, manuals, audit tools, observations and strategies will be available on the ToWe Project website. EYPs will be able to develop a better knowledge and understanding of supporting disadvantaged toddlers using the different materials, manuals and audit tools to reflect upon their provision and to improve and develop their practice using these and the identified strategies.