This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes. 1 | I NTR OD U CTI ON This article aims to contribute to the existing debate on what characterises innovative Continuous Professional Development (CPD) in the field of Early Childhood Education and Care (ECEC) by exploring similarities and differences from case studies of exemplary approaches to CPD in Denmark, Italy and Poland. The cases were part of the CARE project (http://ecec-care.org), a collaborative project funded by the EU within the Seventh Framework Programme (FP7-SSH-2013-2) to address issues related to quality, inclusiveness and benefits (individual, social, and economic) of ECEC in 34 | This case is set in Denmark where the national ECEC context is characterised by a 98% participation rate among children between the ages of 3 and 5 (Statistics Denmark, 2015) from all cultural and socioeconomic backgrounds. It focuses on a two-year (2011-2013) in-service innovative continuous professional development (CPD) programme (VIDA) that was offered to 120 daycare institutions in four municipalities and involved 7000 children. VIDA was 36 | BOVE ET AL.The role of key figures (pedagogical coordinators, supervisors, leaders, managers) emerges as a crucial factor for innovation in CPD. In Denmark, 'managers' were trained as key figures in VIDA in order to nurture the implementation of this CPD and lead its facilitation, co-created evolution and future. In Italy, the role of the 'pedagogical coordinators' is considered the main factor in determining ECEC quality in terms of the continuity and sustainability of CPD. In Poland, 'supervisors/leaders' are viewed as 'moderators of practitioners' personal growth, rather than just suppliers of new knowledge'. Further efforts are required in order to inspire and contribute to the design of effective long-term CPD across Europe. In all three cases, leadership and key figures emerge as influential for innovative CPD across contexts. BOVE...

This cross-national study involved 56 toddler classrooms in Poland and the Netherlands. A cluster analysis was conducted to identify classroom profiles based on observed quality and these were compared regarding structural (group size and children-to-teacher ratio) and curriculum (e.g. pre-academics and pretend play) characteristics. In total, 224 video clips were evaluated with the CLASS Toddler and 130 teachers reported on structural and curriculum aspects. Research Findings: The findings for both countries showed moderate to high emotional support and low to moderate support for learning; the pattern of self-reported provision of activities was shaped alike. Three quality profiles were distinguished: i) high positive climate and support for learning, ii) overall low quality, iii) high emotional and low educational support. Overall, favorable structural conditions and a balanced curriculum including a broad range of activities were associated with highest process quality. Practice or Policy: A variety of different activities and high levels of developmentally stimulating interactions in an overall positive and warm classroom climate can support toddlers' broad development and learning. Professional development and a center's pedagogical policy and vision can play an important role in improving quality and implementing age-appropriate play and activities when an official curriculum is lacking.

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The Act of 4 February 2011 on care for children under the age of 3, states that nurseries are to provide children with care, upbringing and education. Still no curriculum has been established for this sector of educare, no regulations specify what types of experiences should be provided to the youngest children. This paper presents the results of the diagnostic research on the role of music, one of the potential educational areas in the nursery curriculum, in the day-to-day practice of the Public Crèche Network in Łódź settings. By employing the mix of methods: field notes, observations and questionnaires researchers tried to answer the following questions: How, in practice the music activities look like?, How often and what kind of music activities are organized?, Are there any activities conducted by external specialists? The article is the starting point for the discussion on the role of music education in the provision for children under the age of 3 in Poland, and training programs for caregivers.

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The following inquiry aims at exploring the beliefs of caregivers from the Public Crèche Network in Warsaw, the biggest network of this type in Poland, on the importance of fostering different developmental and educational goals in the youngest children. The participating caregivers (N = 449) completed a structured, Internet-based questionnaire on the significance of supporting the development of social, cognitive, physical, emotional and personal goals of 0–3-year-olds in early childhood settings. Also, information on practitioners’ educational background and work experience was collected to investigate whether their beliefs differed depending on these background characteristics. The results revealed no associations between the caregivers’ beliefs and their formal pre-service training (higher education diploma vs none or vocational training) or their work experience (5 years or less experience of work in early childhood settings vs over 5 years of work in the ECEC sector). The findings of the study are discussed with regard to the Polish legal context and potential practical implications.

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The article presents results of research into low income parents as well as professionals involved in the education, care and upbringing sectors. It concerns access to toddler care and preschool, the costs of sending children to such institutions, support for parents on low incomes, as well as the demands parents have of these institutions. The authors carried out two group interviews with parents, as well as three individual interviews with workers from the institutions. In the final part of the article, the results of the research are presented along with recommendations for politics concerning the sectors of education, upbringing and care of children from the ages of 0 to 6.