Vulnerable young refugee children not only need housing and food, but also high quality ECEC, essential to alleviate childhood trauma and toxic stress. Access to high quality ECEC is important, because it provides children with a safe, relaxing, playful, pedagogically sound environment where they can meet and play with peers. Overall objective was to improve the quality of ECEC for young refugee children by providing new tools to educators, child care professionals and policy makers.•A description per country of the actual situation (legislation and practice) of ECEC for refugee children: IO1, Country reports•An analysis of what high-quality ECEC for this particular target group entails: IO2, Quality Indicators•Material for ECEC professionals working with young refugee children: IO3, ToolboxPartners:(1) Sardes (leading) is an independent agency working on project-based activities for ministries, local authorities, schools, school boards, welfare agencies in the field of education and youth, providing research, consultancy, (teacher) training, educational material development and project coordination in education and ECEC, especially focused on children in disadvantaged situations. (2) The University of Cambridge is a renowned Research /Higher Education Institute with a long standing history of academic and scientific excellence backed up with rich culture, learning, research and creativity. The Dept. of Theoretical and Applied Linguistic covers a comprehensive range of language sciences and offers theoretical and empirical research in a broad spread of linguistic fields, including that of bilingualism.(3) VBJK, the Centre for Innovation in the Early Years, is a research centre located in Ghent. VBJK has developed action research projects in the sector of Childcare, e.g. on improving the professionalism of the childcare workers and the family day carers. VBJK was one of the founding members of the European Network on Diversity in Early Childhood Education and Care (DECET), and has an active role in the network of the International Step by Step Association (ISSA).(4) OsloMet is Norway's largest state university college, with a student body of 16,000 students and 1,850 employees, 4 faculties and 3 research centres. OsloMET provides education that qualifies students for employment in health and social services, education, and public administration, media, design, arts.Main activitiesThe first TPM was in Utrecht: introductions of project partners, information about the Erasmus+ financial and administrative guidelines, agreements about the project implementation. The project team met in five more TPMs, one in Ghent, two in Cambridge, one in Oslo and one in Leiden, as well as in Skype meetings.Data for Country reports (IO1) were collected partly on-site (refugee centers) and partly through interviews with stakeholders. On the basis of the input, a list of indicators for high quality ECEC for refugee children was compiled. Based on actual situations in and outside ECEC centers with young refugee children, we developed a set of scenarios, that, in combination with reflective questions, forms the MyREF training material. In October 2017, the project was presented to an international audience at the ISSA conference in Ghent, the first ME. The Second ME was held in Leiden, with approximately 100 participants. There were invited keynotes speakers on language, trauma and play, an interactive presentation of policy recommendations and short presentations of inspiring practices. The website with the Toolbox/training package was presented: https://www.sardes.nl/MyREF. Together with the conference participants a sample of the scenarios were tried out. Results: •4 country reports•A list of quality indicators•Training material for preschool teachers who work with young refugee childrenImpact: •Cambridge University applied for funding of an impact study, ‘Hiraeth’ (July-Dec 2019): workshops for recently arrived refugee adolescents in Cambridge and a participant-led radio programme, to develop a sense of home and belonging while improving language skills. In the project the effectiveness of the MyRef Toolkit is evaluated, and Toolkit training materials are expanded.•Sardes was granted budget from ISSA to organise a workshop, with the aim to present the MyREF material to ISSA members, to discuss its possible use in other countries, and opportunities for translation in other languages.•Sardes is a member of the Consortium Vluchtelingenpeuters (Consortium Refugee Toddlers). With a grant from the Kinderopvangfonds (Child Care Fund), the consortium is preparing e-learning material for training preschool teachers to work with young refugee children. The MyREF material will be part of that e-learning package.Longer-term benefits:The Refugee Trauma Initiative in Greece is interested in the MyREF material and teacher training. Preliminary plans were made for possible future cooperation.