The creation of the platform and the application depended heavily on the quality of the PR1 and the research taken in all five partner countries. Our main goal was to create an evidence based project result in the shape of the guidelines for best practices and early intervention exercises to improve the key competences of professionals working with the children in childcare and preschool as well as parents, who lack support and knowledge and often reach for the world wide web to seek help. In such attempts they come across a variety of information, most of which is not supported scientifically and of a dubious quality. By implementing this project we aimed to provide high quality scientifically proven data and best practices as regarded by the relevant experts in order to allow parents, teachers and caregivers to be able to face the issues regarding the developmental challenges and support them in stirring in the right directions when trying to reach professional help. By publishing those materials on the platform and within the application, we wanted to make it highly accessible and free to use to all stakeholders, thus providing a highly inclusive project results that would be useful to many and would benefit the children.
Typical child development is often taken for granted both by the parents and educators, up until the moment they face some issues and challenges of early childhood themselves. There is a vast number of developmental challenges that we encounter in the early stages of childhood and it is often unclear how the professionals and parents should act and which actions undertake. After the through insight into the practices regarding the early intervention in all partners' countries it was obvious there was a lot of room for practice improvement especially in regard of introducing some handy tools to the wide audience of users via digital technologies available such as smartphones. Thus the idea of developing a platform with online interventions and mobile application for tracking developmental issues seemed as a valuable contribution to the community, especially the parents and early childhood teachers and caregivers. Since the importance of early intervention lies within having the action taken as early as possible it seemed crucial to enable them to follow the milestones and either dismiss the concerns or take the steps in the right direction in order to provide the child with the adequate specialist's attention and treatment.