This project has been created for cooperation between kindergartens from FR,IT,PL, LT and TR with the view of adapting children with the skills needed for success in the 21st Century. Our project intends to contribute to development of high quality and accessible early childhood education and care services. Since all the partners invest in innovation and apply an innovative strategy, there are different good practices in every institutions. The project will help to integrate those good practices and methods from each other in the daily activities of kindergarten curricula by teachers, so we will provide strategic professional development for staff in accordance with individual needs and organisational objectives. Our project subtopics are: MONTESSORI – FR (French school has been partly applying) ; WALDORF – IT(Italian school has this curriculum); REGGIO EMILIA – PL (The school has already commission who ha been studying on it for one year) ; DIFFERENTIATED INSTRUCTION – LT (The school has this strategy); INTEGRATED TECHNOLOGY - TR (Turkish school has integrated technology in the school curriculum) The project intends to carry out a comparative analysis of kindergarten education programs and create syllabi for new courses. By the help of the project, we will observe all the curriculum in its real environment, search their results, compare with each others, combine them, take the teachers, parents observations from each other and create a MULTI-PRE SCHOOL METHODOLOGY which the best for every partner school and develop and establishment plan. So our project is an innovative project since it will directly create new approach for the curriculum. OBJECTIVES -to plan and conduct the activities in the field of social and emotional child development as a part of kindergarten practical curriculum. -to develop social and learning skills at the earliest age -to analyse and to carry out a comparative analysis of programs of kindergarten education and create syllabi for new courses as MONTESSORI, WALDORF, REGGIO EMILIA, DIFFERENTIATED INSTRUCTION, INTEGRATED TECHNOLOGY and develop MULTI-PRE SCHOOL METHODOLOGY. -to teach children how to think, not what to think, and to develop themselves as well-rounded individuals with an innate curiosity and love of learning. - to help children acquire leadership skills and independence in general The project includes organizations experienced in preschool education and that are aware of the lack of practical methodologies in the kindergarten curricula, as well as of the lack of relevant activities to be used in practice. The aim of partners meetings is to improve the quality of their school programmes within this project by joining four L/T/T/A. There will be organized improving educative work programme for the quest partners teaching staff by coordinating up-level institutions. Each partner will bring their own experiences to the project and profit from learning the competences of other partners. The partnership involves organisations that have never been previously involved in a similar project. There are different good practices in every institutions. The project will help to integrate those good practices and methods from each other into the daily activities of kindergarten curricula by teachers, so we will provide strategic professional development for staff in line with individual needs and organisational objectives. The expected results of the project include: -developing high quality early childhood education and care services. -developing better connection between kindergartens via partners from primary schools. -planning and conduct the activities in the field of social and emotional child development as a part of kindergarten practical curriculum. -developing social and learning skills at the earliest age -analysing and to carry out a comparative analysis of programs of kindergarten education and create syllabi for new courses as MONTESSORI, WALDORF, REGGIO EMILIA, DIFFERENTIATED INSTRUCTION, INTEGRATED TECHNOLOGY and develop MULTI-PRE SCHOOL METHODOLOGY. The project will have an impact on preschool education of the participating organisations (preschool children, their teachers and their parents), on target groups in other kindergartens and on other relevant stakeholders because the most important parts of the project will be translated in English and published on websites and thus made available also to kindergartens in EU and beyond. The teachers as a target group will be asked to think about how they teach and/or how they could teach basic skills for pre-school children and to invent appropriate activities.
Our school, the Kindergarten of the Centre of Aire-sur-la-Lys, participated in a Comenius 2013-2015 project on celebrations and traditions across Europe with 8 other European countries. This project has been very rich in sharing cultures and has allowed teachers and children to rediscover their own festivals and traditions and discover those of 8 other European countries, strengthening the European identity of each and allowing Children through video conferences to realize the reality of the existence of other children in other countries speaking a different language and sharing their culture. However, after the observations of classes in different countries, pedagogical and didactic questions emerged and that project at that time did not answer these questions. The desire was then born to be able to have a project that would allow us to study together our differences in teaching, to compare them and to enrich them with so-called alternative or new pedagogies in order to improve the skills of children and Teachers. Together with the Turkish team with whom we worked on the Comenius project, we have embarked on a new Erasmus project on teaching methods. Schools from Lithuania, Poland and Italy interested in this theme joined the project and we worked together to make it happen: "DIFFERENT EDUCATION METHODS AND TECHNIQUES IN EARLY SCHOOL EDUCATION ". A first meeting in France with coordinators and directors at the end of November 2017 made it possible to get to know the whole project by scheduling the activities, the dates of transnational meetings, to establish cooperation agreements, the register of risks and the distribution of tasks and ensure the realization of the beginnings of the project: setting up the Erasmus corner in each school, inauguration and official launch. Each coordinator then set up a project team in his school to assess the progress of our project, with bi-monthly meetings to set up the planned activities and organize the transnational meetings. Then came the transnational meetings with a study of the country, the city where the school is located, the traditions, the culture, the pedagogical method experienced by the country partner. During each transnational meeting, class observation sessions and working sessions provided a better understanding of each other, a better understanding of the country, the city visited, the better knowledge of the pedagogy observed and the best to experience it in our classrooms and assess at the next transnational meeting the impacts on children, teachers, parents. After each transnational meeting, a conference with a public destiny allows us to share our observations, studies, work and experiments. At each transnational meeting 6 people from each country participated in working meetings, classroom observations, visits and other moments of sharing, mostly teachers but alsoheadteachers, educational advisors. The work was done in groups and then by pooling through each coordinator. 5 methods were studied and tested: Waldorf Steiner in Italy, Reggio Emilia in Poland, Differentiated Education in Lithuania, Montessori in France and Integrated Technology in Turkey. At the end of the 2 years of work, the teams developed an annual programme of activities for the students by integrating the 5 methods studied. All the results of this abundant work have been incorporated into a 500-page "results book" that will be printed for distribution in each country. In addition, parallel and cross-cutting, the teams worked on ethical values to be acquired by children through various activities. This work is transcribed in a 160-page booklet for teachers and parents in each ccountry mother tongue. The impacts of this project are numerous: at the level of teachers questioning pedagogical practices and changes in working methods, critical thinking in relation to our teaching in order to make it evolve, personal and professional enrichment, Improving the practice of foreign languages, improving teamwork; at the level of children, skills development, better success in learning, self-reliance, openness to others, to Europe; at the level of parents, Discovery of European countries, their culture and traditions, the discovery of new teachings; at the community level, openness to Europe, towards pedagogy and its benefits, awareness of the positive impact of the Erasmus project, the enhancement of the school and the commune.