Having in mind the main goals of the project, the proposed activities will support European priorities of KA 2 project in national/EU international context in multidimensional aspects: 1. The project will answer the challenge in supporting attractivity of teacher profession: all categories of teachers involved in the project (in-service preschool teachers, university teachers/teacher trainers and pre-service preschool teachers) will get opportunity to enhance their skills in innovative methods of education, to use ICT in education, to present their creativity, sense of human understanding and believes that teacher profession is a way how to help in developing child individuality and personality as well as in supporting social/mankind development. On the other hand, besides teachers competences enrichment, international cooperation will enhance the individual pedagogical thinking of teachers and their educational ethos. 2. The project will face to the issues of at-risk preschoolers in kindergartens and inclusive early childhood education. Conference presentations and peer reviewed journal articles will support debates on preschool education in international environment. 3. The project represents very fruitful ground for international cooperation and internationalization of universtities. There will be a platform for acquiring new theoretical knowledge and sharing good educational practices/experiences. International dimension of university colleges involved in the project will be enhanced by common meetings and video debates. An increase of teacher staff mobility and broadering of teachers´ international network is expected. Therefore, five University Colleges Teacher Trainings out of four countries will participate in our project, (i.e., Slovakia, Belgium, the Netherlands, Portugal). In this way, the project covers a large variety in cultural and educational backgrounds existing in the preschool educational systems in Europe (see European Commission/EACEA/Eurydice/Eurostat, 2013, 2014). Each country (except for Belgium) will build a professional learning community on teacher sensitivity as a basis for inclusive preschools environments. Each professional learning community will consist of 2 teacher trainers, 10 inservice teachers and 10 preservice teachers. Based on the principle of co-teaching and videofeedback (LoCasale-Crouch, 2016) the professional learning communities will practice teacher sensitivity during free play situations with preschoolers between 2.5 to 6 years old. Next, they will film and label good practices. The professional learning communities will also internationally share and discuss their findings. Two Syrian teachers will mentor and coach the professional learning communitites in developing outputs that are applicable in the educational process of all children, including refugee children. Learning from other teachers and teacher trainers (both nationally and internationally) who struggle with similar issues of inclusion will enhance the professional development of all teachers (cf. lifelong learning, European goal). This project results in four outputs which have significant contribution in terms of impact and transferability for the participating and non-participating European countries. First, we aim to develop informative, interactive videos concerning teacher sensitivity and inclusion in preschool (Output 1). These videos will act as input for the PLCs. Second, the PLCs will experiment with making good practice videos on teacher sensitivity as a basis for inclusive preschool environments (output 2). Third, the interactive videos and good practice videos will constitute the basis of an Massive Open Online Course (MOOC) for inservice and preservice teachers (output 3). For the development of the MOOC, our project builds on the validated Belgian Playing-2-gether online course (Vancraeyveldt et al., 2015). The MOOC will be available in Dutch, Slovak, Portuguese, English, and French. Finally, preservice and inservice teachers will become ambassadors of Playing-2-gether as they will be trained as coaches for other teachers. Therefore a coaching manual (Output 4), together with the MOOC, will be disseminated during national and international multiplier events.
The project was built on several Erasmus + KA2 priorities emphasized by the European Commission and the Council of Europe in the area of education policy. We have focused our attention on supporting everyone's access to quality and secure early childhood education and care, thus opening space for addressing social inclusion and strengthening the teacher's professional competences. High level of teacher training, career growth and lifelong learning of teachers are considered to be important starting points for improving the quality of early childhood education. It means to educate all children together in mainstream classrooms, regardless their abilities, disabilities in environments that respect the diversity of needs. Scientific studies point out that investment in education brings benefits for children in the term of human capital (better job, higher income, better quality of life), but also for society (lower unemployment, less crime) (Heckman, 2006). The teacher's sensitivity is important in the child's socio-emotional development, but, as studies show, also in cognitive domain and later academic success. It has a compensatory effect for at risk children or children with behavioural difficulties (Sabol, Pianta, 2012). Based on the above, the main goal of the project was to create a tool, a web-based platform for preschool teachers, pre-service teachers or students of pre-primary education and special education, which is aimed at improving teacher sensitivity as a basis for inclusion of children in preschool facilities. At the same time, we supported the opportunity for teachers to improve their professional skills in innovative methods of education, to build up new skills in developing a child personality, especially in the socio-affective domain and in the early inclusion of vulnerable, at risk children. We also supported the building of professional learning communities in each participating country where teachers and teacher students could share examples of good practice, do the training of demanded skills and become coaches of the P-2-G programme for other colleagues in preschools. 187 participants were involved in multiplication events. The main outputs of the project are videos that present the ideas of the P-2-G programme, the importance of teacher sensitivity and inclusion in early childhood education. There are answered mainly the questions why and how to work with the programme. Good practice videos are also an important output that relate to the certain skills required of the teacher in creating an inclusive school environment. Another output is a coaching manual that leads teachers to learn how to use the P-2-G programme, to apply it in practice, and become a coach for other colleagues. All this is covered, and the results of the project are presented by a widely available website created in English, French, Dutch, Portuguese and Slovak language. In addition to preschool teachers, teacher training students, the project was aimed at another important group of participants, preschool children who face different types of disadvantage often leading to challenging behaviour and their exclusion from a group of peers. Through the implemented project activities, in various cultural and educational conditions of certain school systems, we managed to achieve inclusion of children with challenging behaviour. The activities were based on the work of teachers who, in free and controlled playing activities, worked with selected children, applying the P-2-G principles and creating good practice videos that capture the key moments of behavioural changes in both children and teachers. There were 15 teachers participating in the research and each worked with two selected children in the classes, with an average of 25 -30 children. The impact and transferability of project results is significant for the participating European countries in established professional teacher learning communities (project outputs are available in national languages) who can benefit from the findings and practice-based approach in early childhood education. The project results were also transferred to major subjects and courses offered by participating universities in bachelor's degree programmes. Altogether there were approximately 3000 students. The added value is the international context, the cooperation and internationalization of higher education institutions, the transfer of theoretical scientific knowledge and good practice, and the extension of the international professional network. The long-term benefit is the sustainability of the project results through the website, exchanges and internships of university teachers, teacher students and in-service teachers.