This project was designed to work with kindergartens from LT, IT, BG, ES and TR to adapt children to the skills needed to succeed in the 21st century. Our project has contributed to the development of high quality and affordable early childhood education and care services. As all partners invest in innovation and adopt an innovative strategy, each institution has examples of good practice. The project helped integrate these good practices and methods from one another into the day-to-day kindergarten curriculum to ensure strategic staff development in line with individual needs and organizational goals. The subroutines of our project are: MONTESSORI - LT (Lithuanian school partially applied); WALDORF - IT (Italian school has this curriculum); REGGIO EMILIA - BG (The school has already commissioned one year to study it); DIFFERENTIAL INSTRUCTION - EU (school has this strategy); INTEGRATED TECHNOLOGY - TR (Turkish school integrated technology in school curriculum) Through the project, we watched the entire curriculum in a real-world environment, looking for results, comparing, connecting, taking notes from teachers, parents, and creating a book outlining all strategies and methods used. As a result, each country can choose the elements of education that are most appropriate to them. GOALS - planning and carrying out social and emotional development activities for children as part of the kindergarten practical training program. - develop social and learning skills as early as possible - Analyze and perform a comparative analysis of kindergarten curricula and produce a book describing all the educational approaches seen: MONTESSORI, WALDORF, REGGIO EMILIA, DIFFERENTIAL INSTRUCTIONS, INTEGRATED TECHNOLOGIES. - to teach children to think rather than what to think and to develop themselves as well-rounded individuals with an innate curiosity and a love for learning. - Helping children acquire leadership skills and independence in general The project involves organizations with pre-school experience who are aware of the lack of practical methodologies in kindergarten curricula as well as the lack of relevant practice practices. Partner meetings aim to improve the quality of their school programs. The partnership involved organizations not previously involved in a similar project. Each institution has a variety of good practices. The project has helped integrate those good practices and methods into each other's day-to-day teacher education in kindergarten so that we provide strategic staff development in response to individual needs and organizational goals. The project has had an impact on the pre-school education of participating organizations (preschoolers, their teachers and their parents), other kindergarten target groups and other relevant stakeholders, as key parts of the project have been translated into English and published on websites and its limits. As a focus group, teachers were asked to think about how they were teaching and / or how they could teach preschool children basic skills and come up with appropriate activities.
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