Inter-institutional professional learning communities (IPLC) consisting out of staff from different institutions (childcare, preschool, ECEC centre and/or primary school) are important ways to develop pedagogical continuity for children and families. Here you can consult an article about the benefits of IPLCs. IPLCs have influence on higher awareness of the importance of ensuring a smooth transition; they ensure transfer of good practices between institutions and professionals; they result in a higher level of trust and respect for each other's work. In the other documents, different tools are presented for a trainer to stimulate the dialogue and critical reflection in these types of communities.

(Part 1/2)

Inspirational tools for trainers to stimulate dialogue and critical reflection in the different institutions (childcare, preschool, ECEC centre and/or primary school).

(Part 2/2)

In interprofessional work, professionals' different interpretations of the purpose of collaboration can bring challenges. However, common understandings can be achieved through building up relational expertise. This article describes a study done in Finland.

In the Erasmus+ Value project, a roadmap was developed to help set up interprofessional continuous professional development trajectories. Many of these building blocks can also be used when installing inter-institutional professional learning communities.

Supporting and coaching teachers in having closer relationships with parents to ensure smooth transitions, is not a simple endeavour. Internal conflicts, resistance, lack of knowledge and experience can hinder professionals to work in a democratic way with parents. In this chapter of a Belgian book — Warm, Welcome and Reciprocal — you can read more on how to coach and support teachers’ staff in a process, positive growth promoting way.