Our place, a square to live and discover

9 February Our outdoor experience consists of visiting a little square, before a market place, that children called “our place”. These pictures are fragments of our school project “children’s relationship with the places”, in particular when teachers visited an artist…
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First steps of the project in Sweden

To mark Europe Day in Norra Hisingen In the begining of May the municipality of Northern Hisingen organized “To mark Europe day”, an event with exhibitions and activities at the City Library. The BRIC project took part of the event…
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PAR training in Cambridge

From the 12th to the 17th of January 2015 teachers from the three partner countries met in Cambridge to participate in a course at the Anglia Ruskin University. During the training, held by professor Tim Waller, the teachers studied the…
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Sweden Pilot Project

The general definition of “public spaces” (Right of public access) in Sweden is: “You make use of the right of public access when you go for a walk in the forest, paddle a kayak, go climbing or just sit on…
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The BRIC Project lasted for 3 years, from 1st September 2014 to 31st August 2017. The project involves preschool teachers, young children and parents in exploring democratic engagement in public and civic spaces. Participants in the project are from England, Italy and Sweden. The project is funded by the European Union (Erasmus + KA2) and led by Professor Tim Waller at Anglia Ruskin University, UK.

The BRIC acronym is derived from the partners involved in the project: Barnpegagogiskt Forum (Sweden), ASBR – Azienda Servizi Bassa Reggiana (Reggio Emilia, Italy) and Anglia Ruskin University, Cambridge (UK). The BRIC project evolved through a mutual desire to enable young children’s democratic engagement facilitated in a shared dialogue emanating from the Barnpedagogiskt Forum 30th Anniversary Conference in Sweden (March 2013).


BRIC aims to achieve the following objectives:

1) An exchange of ‘good practice’ between preschool teachers in three countries (Italy, Sweden and the UK);

2) Systematic education and training around democratic engagement in public spaces;

3) The development of open educational resources and targeted activities to engage early childhood professionals, parents, the local community and key stakeholders, including local politicians and representatives from business.

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