{"id":300,"date":"2025-02-28T12:30:45","date_gmt":"2025-02-28T12:30:45","guid":{"rendered":"https:\/\/eduplay-project.eu\/?page_id=300"},"modified":"2026-01-20T15:38:36","modified_gmt":"2026-01-20T13:38:36","slug":"about","status":"publish","type":"page","link":"https:\/\/eduplay-project.eu\/lt\/about\/","title":{"rendered":"Apie mus"},"content":{"rendered":"

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The international need to improve the quality of ECEC using evidence-based arguments for the support of children’s right to play, have created a steady interest in children\u2019s play, from researchers’ and practitioners\u2019 points of view. Play, despite its popularity as a pedagogical tool in ECEC, remains a complex issue since it is not always clear how it can be best supported.<\/p>\n

Researchers and practitioners (i.e., teachers, stakeholders, parents) need evidenced based data to support and effectively implement play. In response to this, a consortium of 6 partners from 5 European countries, Cyprus, Greece, Portugal, the Netherlands, and Lithuania, initiated the project EDUPLAY, which is implemented with the co-funding of the European Education and Culture Executive Agency under the Erasmus+ Teacher Academies 2024 call.<\/p>\n<\/div>\n

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Aim & Objectives<\/h2>\n
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EDUPLAY is focusing on enhancing the role of play in ECEC settings throughout Europe and on strengthening the role of teachers in promoting play thus supporting learning and holistic development.<\/p>\n<\/div>\n

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    Objective 1<\/h3>\n
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    To map the state of play, teachers’ and leaders\u2019 needs and challenges.<\/p>\n<\/div>\n<\/li>\n

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    Objective 2<\/h3>\n
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    To promote in-service and pre-service ECEC teachers and leaders\u2019 knowledge and competencies in effectively implementing play in their practice. <\/p>\n<\/div>\n<\/li>\n

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    Objective 3<\/h3>\n
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    To raise awareness about the importance of play and provide policy recommendations to enhance the use of play in ECEC across Europe.<\/p>\n<\/div>\n<\/li>\n<\/ul>\n

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    Outputs<\/h2>\n
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      Mapping of play status and needs:<\/h3>\n
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      Desk and Field research across partner countries to map the current play practices and identify challenges and needs of pre and in-service teachers and leaders.<\/p>\n<\/div>\n<\/li>\n

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      Training Package:<\/h3>\n
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      Development of a comprehensive guide and training modules for ECEC educators, providing theoretical insights, practical strategies, and pedagogical tools to effectively implement play in early childhood education.<\/p>\n<\/div>\n<\/li>\n

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      EDUPLAY Learning Community:<\/h3>\n
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      Establishment of a pan-European network and learning community of ECEC stakeholders, researchers, practitioners and policymakers specialized and interested in the implementation of play in ECEC.<\/p>\n<\/div>\n<\/li>\n

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      Policy Recommendations:<\/h3>\n
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      Formulation of evidence-based policy recommendations to inform the educational systems and policy on systematizing the implementation of play in all-day ECEC settings across Europe.<\/p>\n<\/div>\n<\/li>\n<\/ul>\n

      Phases<\/h2>\n
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      The project is structured around seven Work Packages that guide its development and implementation. These work packages are organised across three interrelated phases that reflect the project\u2019s evidence-based, collaborative, and action-oriented approach.<\/p>\n<\/div>\n

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        Phase 1<\/h3>\n
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        The first phase focuses on field research to assess the current state of play-based practices in ECEC settings. Using a combination of data collection methods, the project gathers insights from in-service and pre-service teachers, as well as headteachers and ECEC leaders, to identify existing practices, challenges, and professional development needs. This phase builds a foundational understanding of how play is currently integrated and perceived in all-day ECEC environments across participating countries.<\/p>\n<\/div>\n<\/li>\n

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        Phase 2<\/h3>\n
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        The second phase involves the design and implementation of a comprehensive professional development program. This includes the development of a detailed teacher guide and e-learning training courses for supporting practitioners to effectively integrate play into their practice.<\/p>\n<\/div>\n<\/li>\n

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        Phase 3<\/h3>\n
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        The final phase focuses on the establishment of a pan-European network and learning community of ECEC stakeholders, researchers, practitioners, and policymakers. This network serves as a platform for knowledge exchange, and collaboration around the implementation of play in early education. Drawing from the project\u2019s findings, a set of policy recommendations is formulated to inform national and European education systems, aiming to support the systematic adoption of play practices in all-day ECEC settings.<\/p>\n<\/div>\n<\/li>\n<\/ul>\n


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