The most pivotal mission of the project is the establishment of a co-operation between family and kindergarten that benefits children’s mental health in a major way. By means of our surveys, we reached the conclusion that the family-kindergarten relationship could be more successful if teachers were provided with a new and innovative methodological training. The perceptive and/or behavioral problems and the psychological symptoms of children present an issue in more and more kindergartens. The consequences of these problems exert a negative effect on the children’s cognitive-corporal-spiritual development, and can have a long-term, negative bearing on the development of their personalities. These problems, in addition to making the pedagogical work more difficult, affect the success ratio of the co-operation between the family and the kindergarten in negative way. It was for this reason that our project was launched. By means of the implementation of our project, in co-operation with our partners, the families are involved in the institutional education through the integration of artistic tools into the complex learning process: utilizing the power of tales, drama acting, singing, music, dancing, depicting activities, motion and sports, in the hope of a close co-operation between families and the kindergarten. An important objective of the project is the establishment of the emotional security of children both in the family and at the kindergarten, which can be achieved through the partnership of the parents. Our goal is the achievement of equal chances, compensation for handicaps, integration, the preservation of children’s corporal-spiritual health through inclusive education, the aiding of the upbringing of the children at home in their family environment, as well as the enrichment of the competence and methodological culture of the teachers, and the fostering of their mental health. The teachers of the 4 institutes of the partner countries participating in this co-operation voiced similar issues and goals. We developed the process of co-operation together with our partners, taking into account the individual competencies, strengths and human resources of the institutes, the individual needs and abilities of the children, and the complex pedagogical and educational goals and possibilities that can be integrated into the spontaneous learning process. We conducted preliminary survey regarding the expectations and needs of both teachers and parents. Among the partners participating in the project are drama teachers and family therapists who dispose over well-established pedagogical methods. The backbone of the project holds together a well-organized set of activities suited to the interest, individual abilities and age-related attributes of the children involved in the project. Complex artistic tools are profusely used, in the course of which process, we expet the active participation of teachers, parents and teachers, thereby creating the opportunity for the deepening of the relationship and trust between the families and the kindergarten in addition to the developing of the personalities and the increasing of the knowledge of the children. We realize our goals together with our partner institutes, through which we raise awareness of European culture and the pedagogical cultures and well-established methods of each other, as well as the fostering of our national customs abroad and Hungarian-language education and multicultural upbringing, through which a sense of belonging together can evolve, too. It becomes possible to the integrate families into kindergarten education and aid families that struggle with normative/paranormative crises. For these to be successful, an adequate communicational culture is required, which is an accentuated element in the course of the training alongside other, new methodological components. All these contribute to kindergarten education and the optimal personality development and psychological maturing of children, fulfil a child protection role and support family upbringing. The acquisition of new knowledge furnishes the teacher with a feeling of security, the skills development work they perform is enriched and becomes more colorful, the new experiences are integrated into their everyday activities, and redounds to the benefit of their long-term mental health. The joint work enhances the significance of the relationship between family and kindergarten on an international level. During our co-operation, the methodological culture and co-operative skills of our teachers develop, which impacts the whole institute in a positive way.The ‘Healthy Tales’ and ‘Cause and Effect’ programs provide the teachers involved with new methodological knowledge, which experience we aim to widely distribute in digital, written and printed formats, along with the methodological booklets containing the methods of the program called ‘Together with the Families’. webpage,media presence,conferences
Our project aims and the realization were to bring closer the family-kindergarten's contact, the cooperation and the help of the communication. Our goal was to create a connect between families and kindergarten, which is beyond cooperation for the children's mental health, through mapping the parent’s educational habits, but also gives family support, transfers knowledge, and serves as a model. It was also a purpose to enrich the competences of the kindergarten teachers and nurses, the development of our pedagogic, methodological culture, and the cognition of the system-based family therapy rudimentary knowledges as a new learning, and the avoidance of burning out. We formulated the aims together, and we created a strategy, an implementational net, that beside the new knowledge, also contains impulse, complex, inclusive thinking, custom ideas for implementation and included the joy of the activity made for the community. It also opened a self-knowledge road, which was a valuable element from the first moments of the common work and the realization of the project. While the coordinator kindergarten had already had good practice how to involve the parents to the everyday life of the kindergarten, in this way these experiences were the base for the partner kindergartens. The coordinator kindergarten accomplished the cooperation along system-based knowledge. „Interaction” training - the participant partners may have leant on it during the teamwork. Our partner from Székelyudvarhely participated with the „Healthy Tale” short-term training, and the importance of the health education, and beautiful examples of successful integration. The partner from Kosice attended with folk traditions, the importance of the vernacular upbringing. The partner from Királyhelmec took part with the equal opportunities for all, integration and with the methodology of the digital technique in our project. The neverending learning through our lifetime, the inclusiveness, the sensitization, the equal opportunity, and the redevelopment was accompanied by the elements of his practices throughout the two-year time span of the project. Between the strategic aims we organized tasks for both the children and for the adults to attract the above mentioned conceptions. Both the families and the institutes welcomed and needed the cooperation. In favour of this the month by month planned strategy acquainted the partnership with new methods, withdrawal ideas, and the parents' participation grew on the programs dynamically. The family-kindergarten's communication improved largely. The claim was considerable all the time for the new knowledge, the interest was significant for the system-based family therapy knowledge and reception also was showed, not only in the partnership, but on a domestic and international level among the educators. The fact that the teachers received knowledge from the families' function, the pathological processes, the occurrent symptoms of the child, gave us a complex view. This was the innovative element of our project. All these new knowledges confirmed the kindergarten teachers in their views, the become more accepting and more empathic as we learnt from the feedbacks of the focus group discussions during the partner meetings. Planned parent clubs provided an opportunity to the parents for informal talks so they started to show up more and bigger number, underprivileged families was an important target audience to integrate and support. This helped the feeling of the reception, acceptance in the affected institutions, and integration meant opportunity to these families though. „Everybody is valuable in something” – the acceptance of the otherness was priority in our project. All these formed the families and the education committees into a colorful community. It was important that the planned strategic tasks not to exhaust the participant kindergarten educators, because of this we connected tasks to the at all time current kindergarten basic program, we joined the tasks through the artistic devices, taking the current institutions' human resources and his strengths into consideration. Healthy lifestyle, the motion-dance-sing, depiction, the environment protections were all priorities – since with this not only the children, but the families were formed through the project. The folk traditions, the conservation of our mother tongue and our culture was the important element of the cooperation, while multiculturality, the unity of the European Union with the cognition of the specialties of every particular partner country. The exchange of experience, the practice of the new knowledge promised a significant change in a long run for the participants. Through our whole partnership was marked with openness and interest of not only from the kindergarten teachers, but other staff of the institute, the parents and the children. The publicity of the project insured it in the wider circle truth access – web surfaces, interviews.