Strategy Europe2020 recognizes ECEC improvements in last decade and confirms that successful ECEC brings wider-ranging social and economic benefits for individuals and for society than any other level of education and is core for future educational achievements. It is stated that EU aims to ensure for every child high-quality of ECEC to be ready for integration in formal education. Learning as skill is primary developed in preschool. early learning difficulties (due to fact that learning disabilities usually diagnosed in very early age of learner) becomes a problem in most of Europe preschools that affects whole learners learning skills and achievements through life. Learning difficulties if compensated in early age may decrease such disabilities like dyslexia, discalculia and behavior disorder impact in primary education level. Partners have made investigation that when additional requirements of curricula is transformed in individualized learning process it gives much more significant impact to early learners needs but still psychologically and pedagogically realized intervention through digital tools can compensate lack of basic skills and provide integration of early learners with learning difficulties in general education system. The crucial need is the methodological and learning tool base for this target group. There have been set 2 objectives to be reached within the project: 1. To develop methodology for pedagogical diagnostic and pedagogical intervention solutions to solve early lac of literacy and maths competencies and other learning difficulties. 2. To develop and provide wide range of digital tools for pedagogue that can be easily implemented in educational process and provide assistance to pedagogue in learning process with children with learning difficulties. The project has 4 partners - 2 pedagogy development organizations with experimental preschools, 2 municipal preschools with previous experience in inclusive education. The partners represent Latvia, Lithuania, Romania and Turkey. There are 4 main methodological approaches that leads to project results: I Research, Analysis and Discussions are used to develop intellectual outputs. This forms involves lot of creative author's work with sharing experience regarding preschool pupil needs, opportunities of different work organization within preschool. In this work main role is provided by partners delegated staff who develops the educational materials. II Mobilities for short-term learning provides opportunity to have intensive exchange of experience and common knowledge share about specific contents of project. It also includes open lessons / discussions and opportunity to have team work among partners within narrow topics. III Panel discussions and debates are methodological tools to be used at project conference for pedagogues. This approach allows to provide intensive and still moderated dynamics of conference within detailed program. IV Intercommunicative lectures are used for masterclasses to provide training of national level preschool pedagogues in easy understandable form and interesting for learners. The project intellectual outputs are: - Interactive Pedagogue Manual for early learning difficulties decrease and learning process adaption for multiple learners needs; - early robotics learning tool for motor skill development in mid-age (5-7 years) within preschool curricula; - interactive STEM learning lessons adapted to learners with learning difficulties to provide curricula program of Nature Sciences in adapted for through digital forms. To provide these results partners will also have: - two short-term learning activities about pedagogues digital competencies and ability to develop learning tools in Romania and IT tools smart use in learning process in Latvia; - five dissemination events - international conference and four masterclases on national level.
According to Europe2020 early childhood education and care is one of the priorities of European education systems due to it's significant impact to further social and economical growth which is based on excellence of individuals. This excellence can be reached only by high motivation and well developed skills of learning that are learnt in preschools and developed in all other stages of education. It is also obviously that traditional education system is going through large modifications and basically priority is to satisfy needs of 21st century learner. Therefore it is important to support those learners who cannot fully be involved just in traditional learning process and due to traits of specific learning difficulties needs supplemental support in development of these learning skills. Support in pre-primary education level would provide added value to pre-primary education quality and also be significant report to needs of individualized learning differentiation in the inclusive education system. To solve these problems and develop the education service provided by pre-primary education institutions there were set 2 main goals: 1. To develop methodology for pedagogical diagnostic and pedagogical intervention solutions to solve early lac of literacy and maths competencies and other learning difficulties. 2. To develop and provide wide range of digital tools for pedagogue that can be easily implemented in educational process and provide assistance to pedagogue in learning process with children with learning difficulties. The project was implemented by 4 partners - 2 education institutions which beside of pre-primary education service provide pedagogue learning programs and 2 partners with experience in inclusive education program implementation at pre-primary education level. All partners in project represented Latvia, Lithuania, Romania and Turkey. There were used 4 main methodological approaches to reach project results: I To develop intellectual outputs of project partners carried necessary research, analysis and especially - expertise through work groups, where partners organizations staff commonly designed author program for individualized learning and tools to be usable for every pedagogue in any European country. II In learning activities through pedagogical workshops, lectures and work groups pedagogues, who were involved in creation of project intellectual outputs, were learning about special pedagogy and digitalisation and technology possibilities for decrease of impact of special needs in early learning process. III The final conference, held in Latvia, was designed to current innovations in pedagogy and project results through lectures, panel discussions and stakeholder moderated groups; IV Pedagogues masterclasses, held in every partner's country, gathered pedagogues for intensive, 2 days communicative workshop abut practical use of project intellectual outputs and results. Finally 20 preschools provide implementation of part or whole project results. During project partners developed 3 digital tools for pedagogical work: 1) interactive testing tool and recommendations for pedagogue for early traits of specific and possible learning difficulties; 2) early robotics program for development of motor skills and lesson plans of integrated learning for 20 lessons (age 4 to 7 years); 3) 30 interactive lessons for individualized STEM learning through digital resources and raise of learning efficiency. The overall project participants - 469 persons (pedagogues, learners, partners and others).