The ReED project aimed to promote high-quality Early Childhood Education and Care (ECEC) systems by co-creating, testing and disseminating innovative educational approaches inspired by clown pedagogy that can support children's socio-emotional development and foster more inclusive learning environments in the classroom and throughout the school. To this end, the project sought to bolster the professional development of ECEC teachers and educators by providing training in clown pedagogy tools, facilitating international exchanges, and encouraging collaborative experimentation. The ultimate goal was to co-create and pilot a methodology designed to nurture the socio-emotional competencies of children aged 3-6. The methodology was intended to be adaptable to various contexts, replicable, and transferable. It integrated expertise from both the educational and artistic sectors, and it promoted the engagement of families and the broader educational community. In a broad perspective, ReED aimed to contribute to creating a more inclusive, cohesive and active educational community in which schools, families and the local area could collaborate to effect lasting change in educational practices and the culture of inclusion.
The ReED project started from the shared desire of the partner organisations to answer to educational needs that had emerged within their respective early childhood education and care (ECEC) contexts, linked to the need to improve the quality of the early childhood educational experience by supporting teachers and educators in developing innovative approaches capable of strengthening children’s social and emotional learning, promoting inclusion and strengthening the dialogue between schools and families. In order to address these needs, ReED has promoted connections between schools and clown pedagogy, integrating the educational experience of partner schools in Italy, Germany and Greece with the artistic and pedagogical expertise of Teatro C’art. The project was developed in a context of growing educational and relational complexity, in which it was necessary to provide practical tools for teachers and families, emphasising relationships, listening, play and emotional expression. ReED has transformed shared local needs into a European framework of cross-sectoral collaboration, experimentation and mutual learning, establishing the basis for long-lasting change in educational practices and communities.