Having identified an urgent need for development of staff competences connected to the areas of responsibility we have been assigned by the board of education of the municipality of Norrköping and a necessity to improve the skills of our staffsin the fields of pedagogical documentation, learning environments and processes aligned with the goals of the revised curriculum, the preschool Svanen has identified a course provider that offers in-service training courses that satisfy our most urgent needs.The management of the preschool possesses knowledge of the advantages and positive effects that creative pedagogical environments and processes have on children, but not every teacher has the insight nor the skills to work strategically and insightfully with creativity as a foundation for learning. We therefore have opted for 10 members of staff to participate in the training events at two different occasions, which is a realistic figure of what can be handled internally without affecting the activities of the preschool. The identified needs of the participants and an equal division amongst the work teams will grant a development on the parallel not leaving anyone behind.The objectives of this project are to grant the continuous professional development of the whole staff through means of internal dissemination of the the learning outcomes to the colleagues that cannot be granted participation at the training events. The identification of needs has influenced the choice of activities that we consider being the most adequate measures that in the short-term perspective bring most value for money and contribute to long-term sustainable organizational and individual development and grant that the quality of the educational offer meets the requirements of the curriculum and of ystemic development work. The Reggio Children Institute in Italy has been found to be the most obvious course provider. They are accredited and well-reputed course organizers, belong to the avant garde in the fields of creativity and pedagogical documentation in early childhood education and care and offer the kind of organizational support that grants added value to the participants.In all, we do hope that this Erasmus+ Key Action 1 project for mobility of school staff will conduce to improved knowledge/competences and skills, and constitute a substantial opportunity to reaching the aims of the Europe 2020 strategy referred to education, the goals of the Erasmus+ programme and the educational priorities given to us by national and local authorities.