Fair Start Stories, Centre for Innovations in the Early Years
Levels of education
Non-formal and informal learning
Geographical scope of expertise
Access to high quality education for all
Funding and governance of education and training
Content of education and training curricula, development of key competences
Vulnerable groups in education and training, ensuring inclusion and non-discrimination
Gender, sexual identities
Early school leaving, participation in education and training
Parental and stakeholders’ engagement, whole-school approach
Education and migration
Monitoring for equity and quality in education and training
Education and training of professional workforce
Active citizenship and identity in education
Transitions, mobility and cross-border cooperation
Innovation and equity in education
Peeters, J (2023). In Search of Pedagogical Heroes: What Makes Practitioners Improve Their Pedagogical Practice? In Hansen S.H. & Ringsmore C. Quality in early Childhood Education and Care through Leadership and Organizational Learning. Springer: Cham, Switserland
Peeters, J (2022). ” Will you please tell your wife….” Fathers, second grade parents for young children?- In Lehrer , J., Hadley, F., Van Laere, K., Rouse, E. Relationship with Families in Early Childhood Education and Care. Beyond Instrumentalization in International Contexts of Diversity and Social Inequality. Routledge: London
Peeters, J. (2021). VVOB – education for development: Community of practice Inspiring Teaching Innovations in the early Education System in Vietnam – CITIES. Ghent, Da Nang.
Peeters, J., Declercq, B. (2020). Synthesis Report. VVOB – education for development: Equity-focussed Mid-Term Evaluation of two education programmes: Leading and Teaching for Diversity, South Africa and Mitigating Barriers to Learning, Vietnam.
Peeters, J. (2020) Profissionalidade e Genero: Participacao dos homens e Pequena infancia . Zero-a-Seis 22, n 22 p.322-340 Universidade Federal de Santa Catarina, Brazil.
Vandekerckhove, A., Hulpia, H., Hutova, J., Peeters, J. Makareviciené, A. (2019). The role of ECEC in integrated working, benefitting vulnerable groups such as Roma. NESET. Luxembourg: European Union.
Peeters, J. (2019) Ce qui fait que les professional.le.s améliorent leur pratique pédagogique. Le Furet, Petite Enfance et diversité. No. 92. Strasbourg , p.52-54
Formosinho, J. & Peeters, J. eds. (2019). Understanding pedagogic Documentation in Early Childhood Education. Revealing and Reflecting on High Quality Learning and Teaching. New York, Oxon. Routledge.
Peeters, J. Ayça A. Hysion, M., Hsiao-Chen Lin (2019) Pathways to Develop/ Strenghten the pre-primary Workforce in LMICs White Paper for UNICEF New York
Hysion, M, Sandipan P., Hsiao Chen, Borisova, I. Peeters, J. Alayli, A. (2019) Technical Guidance on pre-primary workforce development in LMIC’s. UNICEF New York
Peeters, J. (2019) Improving the quality of ECEC services in Ukraïne. UNICEF Ukraïne.
Peeters, J. Hulpia, H. (2018). Improving the quality of ECEC services in Georgia
Peeters, J. Miskeljin L. (2018). Towards a new initial training for ECEC teachers in Serbia.
Peleman, B., Jensen, B., Peeters, J. (2018). Editors of Special Issue on Innovative Approaches towards Continuous Professional Development in ECEC. European Journal for Education.
Peeters, J., Peleman, B. (2017) The Competent System at the Intersection of Research, Policymaking and Practice.; In Miller, Cameron, Dalli, & Barbour The Sage handbook for Early Childhood Policy. Sage : London.
Sharmahd, N. Peeters, J., Bushati, M. (2018) towards Continuous professional development: experiencing group reflection to analyse practice in Albania. European Journal for Education. Special Issue on Innovative Approaches towards Continuous Professional Development.
Peleman, B., Lazzari, A., Peeters, J., Budginaitė, I., Siarova, H., Huauari, H. Cameron C. (2018). Continuous professional development and ECEC Quality: Findings from a European systematic literature review. Eur. J. Educ 2018/53_9_2
Peeters, J. and Lazzari, A. (2013). ‘Competenze Professionali. Quali competenze per I professionisti della prima infanzia?’, IUSNE Crisi economica e creatitivita educative: L’ innovazione inizia dal Nido. Verona, pp. 14-27.
Peeters, J. (2012). ‘Childcare Professionalism in Flanders: An Inside-Outside Perspective’, in Miller, L., Dalli, C. and Urban, M. (eds.) Early Childhood Grows up. Towards a Critical Ecology of the Profession.Dordrecht, Heidelberg, London, New York: Springer.
Peeters, J. and Vandenbroeck, M. (2012). ‘Childcare practitioners and the process of profesionalisation’, in Miller, L., Dury, R. and Cable, C. (eds.) Extending professional practice in the early years. Sage, Open University.
Peeters, J. and Vandenbroeck, M. (2012). ‘A la recherche des systèmes compétents: conclusions et recommandations de CoRe un projet de recherche européen sur les compétences requises en EAPE’, Petite Enfance, 107, pp. 79-86.