Short Info

Project start: 1st November 2019
Duration: 36 months
Project Leader: UNIBO (Italy),
PartnersAIAS Bologna onlus (Italy), University of Valencia (Spain),  European University of Cyprus (Cyprus), Gruppo Nazionale Nidi dell’Infanzia (Italy), Pedagonski Institut (Slovenia), Hoegskolan Kristianstad (Sweden)

Official Website

On 1st November 2019 the “NEMO” Project, of which Aias Bologna Onlus is a partner, started.

The project foresees a wide European research on pre-linguistic interactions, ICT tools to enhance ASD children’s access in ECEC services, ECEC monitoring systems and ECEC curricula. Through a Joint Staff Training Event, the participants will acquire the necessary competences to implement the pilot versions of ICT tools and methodologies to enhance the access of ASD children in ECEC services.

NEMO project pursues the following objectives:

  • To Allow preschool teachers to have the necessary knowledge and competences in order to be able to access children affected by ASD in the activities of the classroom; 
  • To introduce and recommend pre-primary teachers curricula into a unified system ISCED 0 (0 – 6 years), taking into account ASD children needs. 
  • To introduce and recommend monitoring tools and monitoring framework to create greater coherence in monitoring practices. 

The involvement of local ECEC services in the testing phases and the feedbacks collected from ECEC teachers, NEMO partners will realize the following outputs

  1. Teacher Training Courses on Pre-linguistic observation and early ASD evaluation; 
  2. European Report on Frameworks and Recommendations for ECEC 0-6 Monitoring system implementation; 
  3. Toolkit ICT tools for children with ASD; 
  4. 0-6 Teachers curricula guidelines; 

AIAS will be involved in particular in Intellectual Output 1 and 3.


The local implementation and the European level of the dissemination will allow the project to reach the following impact: 

  • Enhance monitoring service quality in Europe; 
  • Spread best practices of monitoring qualities; 
  • Most effective instruments and tools for monitoring children development outcomes; 
  • Tools to allow ASD children to get access to ECEC services properly; 
  • Innovative pre-linguistic phase observation methodologies. 
  • Support curriculum guidelines developments at national levels, in order to successfully nurture children’s cognitive and socio-emotional development, thereby maximising their gains from ECEC attendance. 


The Output will be exploited by Universities for their master’s degrees and by European ECEC services after the end of the project. The Output will encourage European policy makers in charge for domestic ECEC systems to widen their monitoring and curricula guidelines into a unitary perspective including the innovative methodologies and tools developed by the project.