VarVas: Building Reciprocal Expertise in Early Childhood Education and Care

VarVas – Reciprocal Expertise in Early Childhood Education and Care was a continuing professional development project implemented by Tampere University of Applied Sciences (TAMK). The project aimed to strengthen multiprofessional collaboration, community-oriented working cultures, and staff competence in the changing field of early childhood education and care. Particular attention was given to clarifying the role of social service professionals in early childhood education as members of multiprofessional teams, while enhancing capacities for shared leadership, teamwork, and a social pedagogical approach. The training focused on reciprocal expertise, social pedagogy, participation, community building, experiential learning, and ecosocial thinking. During the project, participants gained practical tools for recognizing and utilizing professional expertise, developing collaboration, and strengthening practices that support children’s wellbeing and participation. As a result, the project produced models and materials that support the development of more inclusive, sustainable, and collaborative working cultures within early childhood education and care communities.

In recent years, early childhood education and care (ECEC) has undergone significant changes. Following the reform of the Early Childhood Education and Care Act, staff roles and team structures have evolved, creating a growing need to clarify the responsibilities, competencies, and collaboration practices of different professional groups. At the same time, the sector has faced challenges related to workforce availability, employee well-being, and staff retention. In this changing environment, new approaches are needed to strengthen multidisciplinary collaboration, a sense of community, and the ability of professionals to draw on diverse expertise for the benefit of children.

The VarVas project responded to this need by promoting reciprocal expertise, a social pedagogical approach, and shared leadership within ECEC work communities. The project aimed to support staff in building an inclusive and thriving organizational culture that fosters children's participation, learning, and holistic well-being.

The aim of the VarVas project was to strengthen the competences and capacities of early childhood education and care (ECEC) staff to work effectively in a changing multiprofessional environment. The project enhanced professionals’ ability to recognize, value and utilize the expertise of different occupational groups as a shared resource serving the best interests of the child. A particular focus was placed on clarifying the role of social service professionals in ECEC as members of multiprofessional teams, while strengthening collaboration, division of responsibilities and shared leadership. The project also increased understanding of the social pedagogical approach and its potential to promote children’s participation, community building and wellbeing. In addition, the project fostered self-leadership skills, community-oriented working cultures and ecosocially sustainable educational practices. As a result, the project developed new operational models and practical tools to support reciprocal expertise, teamwork and collaborative development within ECEC communities.

The VarVas project aimed to enhance the quality of Early Childhood Education and Care (ECEC) by strengthening reciprocal expertise, multiprofessional collaboration, and community-oriented working cultures. The project supported ECEC professionals in recognizing, valuing, and utilizing the expertise of different professional groups as a shared resource that promotes the best interests of children. Particular attention was given to clarifying the role of social service professionals within multiprofessional teams and to strengthening collaboration, shared leadership, and effective division of responsibilities.

Through the project, participants developed new competencies, practical tools, and working methods to support children’s wellbeing, participation, and learning while responding to diverse educational and support needs. The project also enhanced understanding of social pedagogy, self-leadership, community building, and ecosocially sustainable educational practices. Stronger collaboration and shared expertise contributed to clearer roles, improved workplace interaction, and more effective teamwork.

Beyond its direct benefits to participants, the project strengthened cooperation between higher education, ECEC providers, and working-life partners, promoting the use of research-based knowledge in professional practice. As a result, the project developed transferable models and practical resources that support inclusive, sustainable, and high-quality ECEC and can continue to be utilized beyond the project period.

Opetushallitus (OPH)

Opetushallitus