Context/background:Although reflection is mentioned as a key competence for educators, teachers are usually expected to reflect on their practice on their own, filling out documents. Reflection is rarely developed with the help of collaborative/connection based and personalised (let alone joyful) processes. However, when reflection is done with meaningful, motivating and collaborative methods, it facilitates true learning and a shift in the quality of education and care. Carers and educators become more aware of their professional role towards children and families, and value the points of views and the feelings of others. Such reflective methods stimulate the active engagement of teaching staff in continuous learning, promote systematic and positive support for professional learning within every school and increases teachers' sense of belonging and appreciation. Although every country requires teachers to follow a Continuous Development Path (CPD) where reflection on practice is required, methods other than guided questions are rarely available. This creates a need for processes where reflection is not a complusory, boring element to be ticked off the list but a process that brings motivation and job satisfaction to practitioners' CPD. Project aims: Introducing collaborative reflective methods in 10 ECEC services/primary schools in 4 countries for practitioners/teachers working with children aged 0-10 to support them in learning how to negotiate, to increase their empathetic competences, to regain motivation in their job, to look at their practices with a ‘discovery attitude’, and appreciate value diversity - and facilitate intergenerational learning within the staff. REC project aims to raise awareness on the importance of making reflection part of the lifelong learning/continuous professional development path for teachers/practitioners in a collaborative way, tailored to the staff's needs. Methods and good practices already exist, however, REC partnership aims at treating them in a systemic way and offer schools/ECEC services a variety of choice so they can choose the reflective methods that suit them the best. In this partnership, we will develop a framework that helps to tailor reflective methods to the different needs and possibilities of educators and carers dealing with children from ages 0-10 - since quality early childhood education and care is of key importance. Our initiative offers methods for building resilient practitioners' communities from a professional and personal points of view so they can face systemic challenges on a lower level of stress, leading to more successful cooperation among colleagues and with families.Project activities: - A European report will be written on the available reflective practices in Europe, with a detailed focus on the partner countries, mapping the gaps between the needs of professionals and current practice with the help of an in-depth survey, following our initial descriptive survey- Collaborative reflective methods will be implemented in 10 ECEC services in the 4 European countries, tailored to their needs, bringing real learning experience and increase in the quality of daily practice - Based on the introduction of reflective methods in the 10 services, a practical guidebook will be written and made widely available on how to choose the reflective methods that suit the specific ECEC institution/school - An impact report with policy recommendations will be available for professionals related to education based on the implementation of regular structured reflection in the 10 ECEC services/primary schools to raise awareness with policy makers, teacher training institutes and other education-related professional organisations - ECEC practitioners/primary school teachers will be able to share experience and exchange good practices from the different implementation processes and visit Belgian ECEC centers where reflective practices are already integrative part of practitioners' livesExpected results:1) Practitioners have the skills, knowledge and methods to reflect on their practice systematically.2) Concrete improvements in quality in 10 ECEC services/schools in 4 EU countries. More positive attitudes and behaviours amongst participating ECEC practitioners/primary school teachers regarding their daily practice.3) Important stakeholders (professionals and policy makers related to education, NGOs, teacher training institutes) recognize the importance of effective and collaborative reflection in CPD of ECEC practitioners/teachers.ECEC services, schools and teacher training institutes are open to promote collaborative reflection as part of the continuous professional development more actively.