Author: adminprow

ProW Final Conference in Thessaloniki, Greece

Reaching the end of the ProW project implementation, the consortium hosted a final conference in Thessaloniki, Greece, on the 3rd of February. The event was open to everyone wishing to attend and the audience was filled with Early Childhood Education and Care professionals and researchers. The event included an opening communication, presented by the keynote speaker Professor Yvonne Anders (Bamberg University, Germany), with some outcomes of recent research and insightful reflections on the “Professional development for high quality preschool education”. This presentation was followed by a general overview about the PERMA model, hosted by Dr. Vicky Charalambous (Institute of the Development, Cyprus), and about the scalability plan for the ProW practices and results, presented by Professor Vrasidas Charalambos (University of Nicosia, Cyprus). After a short social break, Professor George Manolitsis (University of Crete, Greece) presented the main results of the ProW intervention in the four participating countries – Greece, Cyprus, Romania, and Portugal. The final moment of the conference included the presence of researchers, policy makers, and practitioners in the field of ECEC discussing the challenges and potentials of research informed policy changes. These discussions and reflections were a great way to conclude the implementation of the ProW project, to celebrate its achievements, and to define shared goals for the future of well-being in Early Childhood Education and Care contexts.

Methods of scaling the positive resources of the Pro-W project in Romania

Implementation team of the project “Promoting Teachers Well-being through Positive Behavior Support in Early Childhood Education [ProW]” (ref. no. 626146-EPP-1-2020-2-EL-EPPKA3-PI-POLICY), funded project through the Erasmus+ Program of the European Union, applied between April and May 2023 a questionnaire to identify the experiences of teachers and education experts who interacted with the Pro-W project.

The responses of over 100 people participating in the study indicated the accumulation of real benefits following the course modules, workshops or interaction with the learning platform www. elearning.prowproject.eu.

The fact that nearly two-thirds of respondents (72%) to our survey strongly believe that the ProW approach and its outcomes can be scaled up in the current national policy context is a relevant indicator of the value of ProW’s achievements and the utility these resources bring within educational systems, being perceived as a beneficial tool for schools, teachers and educators.

Based on their professional experience, the participants (preschool teachers, preschool principals, school counselors, psychologists, educational coordinators, teacher assistants) not only appreciated that there is a high potential for expansion, but also argued about it, emphasizing both the methods and types of organizations by which the expansion process could be achieved in each of the four countries.

In the case of Romania, the interviewed experts indicated the following methods of expanding Pro-W resources:

1. Collaboration between teaching staff and assertive attitude.

2. Webinars, conferences, symposia.

3. The Ministry of Education could introduce the ProW model into the early education curriculum or make it optional to help shape ProW behaviors.

4. Exchange of experience with other educational institutions.

5. By implementing specific ProW techniques in schools and kindergartens with the direct involvement of psychologists. Advanced courses, exchanges of experience with psychologists.

6. Methods to Extend Prow: Face-to-Face Meetings and Coaching in Positive Psychology.

7.Demo, performance feedback.

8. Courses organized at the level of each educational unit; school counselors-teachers-parents workshops.

8.1. The best possible kindergarten-family-community collaboration;

8.2. Deepening through verbalization and daily practice of good manners to form true automatisms of positive behavior for children.

9. Cooperation, organization.

10. Counseling parents and counseling children

11. Courses for parents such as “We educate like this”

12. Team building for teachers

The organizations suggested to make this transfer were:

 1. Clubs for children

 2. Mass media

3. House of the Didactic Specialists (CCD) / House of the Didactic Specialists

4. Educational organizations, parent or professional associations

5. Training centers

6. The health system

7. Public administration 8. Ministry of Education

9. Summer kindergartens, nurseries, schools, high schools, universities

10. Through the “Save the Children” organization, family-type centers

11. Volunteering and NGOs

Stay connected if you want to know more about the activities in each country of the project and visit our website regularly for more updates (https://prowproject.eu/) or follow us on Facebook, LinkedIn or Instagram.

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The positive results of the Pro-W project in Romania are confirmed by education specialists

Implementation team of the project “Promoting Teachers Well-being through Positive Behavior Support in Early Childhood Education [ProW]” (ref. no. 626146-EPP-1-2020-2-EL-EPPKA3-PI-POLICY), funded project through the Erasmus+ Program of the European Union, applied between April and May 2023 a questionnaire to identify the experiences of teachers and education experts who interacted with the Pro-W project. The responses of over 100 people participating in the study indicated the accumulation of real benefits following the course modules, workshops or interaction with the learning platform www. elearning.prowproject.eu.

During the mentioned period, two questionnaires were applied that provide a more comprehensive picture of the implementation of the ProW intervention and possible results/benefits in Romanian school units.

Most of the survey participants (93%) were teachers, so we were able to benefit from their answers with great input based on teaching experience, while 7% of the answers brought the perspective of school leaders (headmasters), counselors and other categories of school personnel.

The majority of teachers (87%) expressed a positive view of the impact of the ProW approach on student behavior and the same large majority of teachers (again 87%) opined, through responses to question 2, that the significant improvement in the teaching position – satisfaction was generated by the implementation of the ProW approach in the school. Also, a fairly high rate of positive responses (76%) was obtained in relation to the fact that the ProW approach contributed to reducing the level of teacher burnout. The majority of teachers (86%) stated that their school climate was positively influenced by the ProW approach to become more supportive.

Stay connected if you want to know more about the activities in each country of the project and visit our website regularly for more updates (https://prowproject.eu/) or follow us on Facebook, LinkedIn or Instagram.

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https://www.facebook.com/prowproject

UNSTPB organized the Early Childhood Education Policy Development workshop

The National University of Science and Technology POLITEHNICA Bucharest in partnership with the Argeș County School Inspectorate organized a first workshop for Policy Development in the field of early childhood education within the project “Promoting Teachers Well-being through Positive Behavior Support in Early Childhood Education [ProW]” ( reference no. 626146-EPP-1-2020-2-EL-EPPKA3-PI-POLICY), project financed by the Erasmus+ Program of the European Union. The workshop organized on Thursday, December 7, 2023, was primarily addressed to experts, decision-makers and public authorities in the field of education and vocational training, but interested teaching staff, who are active in the early education of children (pre-school and preschool education) were also welcome ). The day’s program included the presentation of the main results of the ProW project, as follows: 1. Reports on the Analysis of specialized literature and the Analysis of needs (Literature Review and Needs Assessment reports) 2. Intervention Design and Experimental Protocol (Intervention Design and Experimental Protocol) 3. Intervention in the field / Implementation Report (Field Trials / Implementation Report) 4. Digital Platform (Digital Platform and eLearning) 5. Mobile Learning (Mobile Learning) 6. Report on Policy Development and Scalability (Report of Policy Development and Scalability) 7. Teacher Wellbeing and Career Observatory (TWCO) Participants received Certificates of Participation from the ProW project team for their contribution to Early Childhood Education Policy Development. Stay connected if you want to know more about the activities in each country of the project and visit our website regularly for more updates (https://prowproject.eu/) or follow us on Facebook, LinkedIn or Instagram

“Doing it differently”: contextual adaptations of the ProW intervention to Portuguese Early Childhood Education Teachers

At the beginning of ProW intervention in Portugal, some cultural and contextual specificities were found, namely the limited time teachers had due to their participation in other professional development activities and theoretically based training programs that the teachers considered not sufficiently useful and applicable to their daily practice. To address these challenges, actions were taken to increase the feasibility and teachers’ perceived usefulness and applicability of the ProW intervention. Since many of these adapted features are supported by existing literature, they may be useful for the implementation of future training programs and interventions.

Some of the main features were:

Flexibility in scheduling, training program design, and coaching style to overcome time constraints and to meet participants’ expectations.

Practical sessions, including fun and puzzling activities/challenges, which help to keep the participants curious and engaged with the contents.

Sharing and group reflection processes help to overcome potential resistance to receiving professional development training from external coaches who are not members of the educational community.

Informality, active listening, honesty, and modesty by the coaches helps to overcome initial reluctance and build trust.

The implementation of the ProW intervention program in Greece: From strategy to results

The online policy workshop event, titled “The implementation of the ProW intervention program in Greece: From strategy to results,” held on Tuesday, November 28, 2023, witnessed a harmonious convergence of researchers, professionals, and political stakeholders. Organized by the Directorate of Primary Education of Western Thessaloniki and Municipality of Kalamaria, in collaboration with the International Hellenic University and the University of Crete the event provided a platform for a robust exchange of ideas and insights.

Professor Maria Tsitiridou-Evangelou delved into the realm of professional learning, emphasizing its impact on the well-being of teachers and children. Director Evangelia Boutsou highlighted exemplary practices in preschools, shedding light on effective methodologies. Director Eleni Delli provided valuable insights into the practical application of the ProW program in municipal childcare centers in Kalamaria. Professor Georgios Manolitsis explored positive behavioral reinforcement in preschool classrooms, underscoring the benefits for both children and teachers. These presentations collectively contributed to a comprehensive understanding of the challenges and opportunities within the realm of early childhood education, marking a significant step forward in advancing the ProW intervention program.

Keynote speakers highlighted the strategic aspects of the ProW program, emphasizing its potential to drive positive change within the realm of early childhood education. Attendees were encouraged to contribute their thoughts, creating a dynamic exchange of ideas that transcended traditional boundaries.

As the event concluded, it left a resonating impact, paving the way for future collaborations and initiatives aimed at elevating the standards of early childhood education in Greece. The success of this informative workshop signifies a shared commitment to the well-being and professional growth of teachers, underscoring the importance of collaborative efforts in shaping the future of education.

How To Encourage Positive Behaviour Change In Employees?

A good leader will try various ways to encourage positive behaviour change in their employees. From teaching an employee a new skill to encouraging a personality-driven change, your support as an employer or manager is crucial.

The behaviour of your employees is essential to the success of your business. It can have an impact on the health and wellbeing of your employees, the workplace culture and the productivity levels among other factors.

If your team have developed habits that are impacting the workplace, you may be trying to change the way in which they behave. However, many leaders don’t know where to start when it comes to encouraging positive behaviour change in employees. But don’t worry, that’s where we come in!

Here are our tips for encouraging positive behaviour change in employees:

Lead By Example

In most businesses, employees will follow the example set by their leaders. Though you may not realise it, you may have developed unhealthy habits that are impacting your work performance.

These might include taking your work home with you or not taking adequate breaks during the day. Because employees tend to mimic the behaviour of their leaders, it is likely they are also developing these bad habits.

As an employer, it is your responsibility to set a positive example for your team. Everyone in a management role within an organisation should adopt the positive behaviours they expect to see from their team.

As an employer, you can encourage positive behaviour in your employees by influencing and inspiring them in a constructive way.

Communicate Effectively

As well as setting an example, you should also talk to your employees about the type of behaviour to expect in the workplace.

But this doesn’t have to be a boring lecture. You can have one-to-one chats with your employees or gather your team round for lunch and have an open discussion.

communicate openly to encourage positive behaviour change in employees

By communicating effectively with your team, you can find out what they are struggling with and how you can help your employees with positive behaviour change.

Aside from talking openly, you should have expectations for behaviour documented in the employee handbook.

Recognise And Reward

When you observe a positive behaviour change in an employee, be sure to recognise it and reward it. When your team see that they may be rewarded for positive behaviour change, they will try harder to achieve their goals.

Rewarding positive behaviour change will reinforce the message you have been communicating to your team. It’s worth remembering that even the smallest of positive changes deserve recognition.

If you can see that employee hasn’t quite reached their goals, but they are working extremely hard to do so, acknowledge their determination. If you recognise the small achievements, the big achievements will surely follow.

Encourage Positive Behaviour Change In Employees With Training

If you would like to see positive changes within the workplace, you should be focusing on positive behaviour change centred around the health and wellbeing of your employees.

A healthy team that prioritises their wellbeing will be more engaged and productive in the workplace. Plus, there will be fewer employee absences and decreased staff turnover.

Behaviour Change Training can help your team become the best version of themselves. At Wellspace, our Behaviour Change workshops are a series of three training sessions. These sessions broadly focus on the Three Pillars of Health: energy, activity, and mental resilience.

We will give your employees the knowledge and skills they need to start making positive changes. Encourage positive behaviour change in employees by providing training.

Create Collective Goals

Encouraging positive behaviour change in employees is often more achievable if you work together as a team. Once you have communicated openly about the behaviour you expect from your team, perhaps have a group brainstorming session. This way you can set realistic goals as a team.

If your team are working towards similar goals, they can support each other and will likely achieve their goals sooner.

Remember to check in on your employees. Perhaps have regular team meetings or training sessions to see how they are doing. Your employees will appreciate the support and help they receive from you.

Attract The Right People

Experts believe that people’s values and personalities drive their behaviour in the workplace. When recruiting, you should look for candidates with values that mirror those of your business.

Of course, attracting the very best of the best isn’t always easy. But if you demonstrate that you care about the health and wellbeing of your employees, you have a bigger chance of attracting the brightest sparks.

Final Conference of ProW Project in Portugal

In the last November, the final seminar of ProW project in Portugal took place at the Faculty of Psychology and Education Sciences of the University of Porto (FPCEUP). Under the motto “Promoting Early Childhood Education and Care professionals’ well-being – the ProW project”, this was an afternoon of joint and insightful discussions between researchers, ECEC practitioners, and policy makers around the challenges and potential benefits of interventions targeting the well-being in ECEC contexts.

The UPIT research team conducts workshops on the PERMA model

The Faculty of Educational Sciences, Social Sciences and Psychology organized on June 8-9, a workshop dedicated to Early Education, the challenges and prospects of this strategic field for education in Romania.

More than 100 specialists participated in the debate, including primary and preschool teachers, childcare workers, school inspectors and directors of educational units in the county. The topics presented concerned the latest changes in the system brought by the new Education Law in Romania, which will have to be implemented in nurseries and kindergartens already this year.

Dean of the Faculty of Educational Sciences, Social Sciences and Psychology, university associate. Dr. Claudiu Langa presented an extract from the text of the law, a synthesis of the most relevant changes, such as the separation of training studies for educators and teachers, which implies the appearance of a new Early Childhood Education license program, a program that will be established by next year and at the University of Pitesti. The professional training of educators and childcare workers was another theme, presented by Mrs. Dr. Loredana Tudor, who structured the main accredited programs aimed at developing a teaching career.

The professional standards presented by the univ. Dr. Magdalena Stan clarified the skills necessary to exercise the profession of educator. Also, for the applied part of the field, open educational resources were presented (RED) made by UPIT teachers within the CLIL project dedicated to English language teaching methods, resources that can be accessed online for free and used in teaching activities. Univ. Assoc. Dr. Adriana Lazăr exemplified for the educators present at the workshop how CLIL methods can be integrated, in a practical way, into group activities.

 The issue of inclusion in early education was addressed by the lecture. university Dr. Cristina Dumitru, who pointed out the need for integration of all children, especially those with special educational requirements, who will thus have increased chances of recovery and compensation. At the end, the participants visited the Resource Centers specific to Early Education, located in the faculty, where they were presented with a wide and varied range of educational materials. The organization of this workshop was financed from the Fund for the Financing of Special Situations of the Ministry of Education, from the budget allocated to the University of Pitesti.