The project proposes and develops the values, the contents, the experiences, the activities of inclusion through the game: playing, games, toys; it involves teachers, students, parents, authorities, sports, social, cultural and civic associations. It has its basic references: in the UN Convention about the Rights of Infancy and Adolescence, ratified by European States; in the European Chart of the Fundamental Rights; in the EU Guidelines on the rights of the children and consequent actions. The project is based on the value of inclusion as a factor of active citizenship. An inclusive school is part of a community which has decided to base its mission on the culture of inclusion and which determines membership and participation in all the subjects. The education for active citizenship allows students to develop a constructive dialogue and partner schools define their fundamental meeting point in the centrality of students and of rights and in the belief that only effective inclusion makes possible the full development of the person . The project connotes the culture of playing, that keeps the motivations of the “World Play Day”, of the contribution of human sciences and of the pedagogy of playing; it acquires significance in organicity, continuity, systematic, value of contents, of experiences, of expressivities, of the ludic method, in the formative process and according to the principles of lifelong learning, contributing to the well-being of the person and to the empowerment of the concept of peace, for the realization of the active citizenship; these aspects are developed in the elaboration of a reference curriculum both in the school and in the life context. The objectives are: - To know forms and cultural, social, civic expressions and values of playing, by analyzing the interaction between corporeality, integral formation of the person, ludicity and democratic freedoms - To have formative and relational experiences of identity, diversity, pluralism, welcome and integration, conflicts, creativity, through the playing, the games, the ludicity in the universal and European citizenship’s heritage, in the respect of children’s rights - To connote and to express the formation and the education in the harmony and in the resolution of conflicts as proper of the ludic spirit and the playing, according to the principles of the rights of man and person against each form of violence, as dimension of the person and the active citizenship. The objectives will be evaluated through questionnaires, observations, behaviors, oral and written productions, positive effects on scholastic results. The activities are: experiences of knowledge and intergenerational and intercultural exchange about playing, games, toys; experiences of activity of playing, games and toys according to the traditions and the life context of each partner; exchange of the experiences of playing between partners for the creation of “games without frontiers”; exchange of opinions and comparison about the aspects of the realized experiences. The reference methods are: active method, constructionism, cooperative games, playing method and ludicity, inter-trans-multidisciplinarity, according to Gardner’s theory of multiple intelligences in the plurality of languages, including technologies. Regarding the methodology, the games will be realised in individual way, in team, in big and little groups, and they implies the respect of rules, the improvement of behaviors, of expressivity, of movement, of dexterity, of encoding and decoding of messages, in full respect of diversities and interactivity.. The methodology of the project will follow the strategies of the research-action and of Project Cycle Management. The project involves all pupils of the partner schools and in particular those which participate to the mobilities, between 6 and 14 years old; the teachers of their institute, the parents, the authorities, the representatives of the cultural, sports, social, civic associations of life contexts. The expected results are: development of the curriculum about the culture of playing in the schools' formative paths and in initiatives for infancy and adolescence; awareness of the value of the ludic dimension in the relationality and in the process of teaching-learning; connotation of the rights of infancy in the aspects of playing, games and toys in the activities in the several life contexts in organic, plural, inclusive and solidal, diversified, critic and creative way for the well-being in the dimension of the European citizenship and of peace. The expected impact has a deep importance for the valorisation of the “playing” and of a critical and creative way of the experiences of games and with toys in the values of the person and the civility. The long-term benefits are given by the curriculum of the culture of playing, that is developed both in schools and in the life contexts in the lifelong learning.
The project has developed the values, contents, experiences, activities of inclusion through play: play, play, play; it involved teachers, students, parents, authorities, sports and social associations, cultural and civic. Its fundamental references started from the UN Convention on the Rights of the Child and of adolescence, ratified by European states; in the European Charter of Fundamental Rights; in EU guidelines on children's rights and consequent actions. The project was founded on the value of inclusion as a factor of active citizenship. An inclusive school is part of a community that has decided to found the its mission on the culture of inclusion and which determines its belonging and participation in all subjects Active citizenship education has enabled students to develop a constructive dialogue and schools partners have defined their fundamental meeting point in the centrality of students and rights and in the belief that only an effective inclusion makes the full development of the person possible. The project was focused on the culture of the game, which preserves the motivations of the "World Game Day", on the contribution of the human sciences and on the pedagogy of play; has acquired meaning in the organicity, in the continuity, in the systematic nature, in the value of the contents, of the experiences, of the expressiveness, of the method playful, in the training process and according to the principles of lifelong learning, contributing to the well-being of the person and the empowerment of the concept of peace, for the realization of active citizenship; these aspects have been developed in the development of a reference curriculum both in the school and in the life context. The objectives were: - To know forms and cultural, social, civic expressions and values of playing, by analyzing the interaction between corporeality, integral formation of the person, ludicity and democratic freedoms - To have formative and relational experiences of identity, diversity, pluralism, welcome and integration, conflicts, creativity, through the playing, the games, the ludicity in the universal and European citizenship’s heritage, in the respect of children’s rights - To connote and to express the formation and the education in the harmony and in the resolution of conflicts as proper of the ludic spirit and the playing, according to the principles of the rights of man and person against each form of violence, as dimension of the person and the active citizenship. The objectives were evaluated through questionnaires, observations, behaviours, oral productions and written, positive effects on scholastic results. The activities were: experiences of knowledge and intergenerational and intercultural exchange about playing, games, toys; experiences of activity of playing, games and toys according to the traditions and the life context of each partner; exchange of the experiences of playing between partners for the creation of “games without frontiers”; exchange of opinions and comparison about the aspects of the realized experiences. The reference methods were: active method, constructionism, cooperative games, playing method and ludicity, inter-trans-multidisciplinarity, according to Gardner’s theory of multiple intelligences in the plurality of languages, including technologies. As for the methodology, the games were made individually, in teams, in small groups and large groups, with the observance of rules, the improvement of behaviors, expressiveness, of movement, dexterity, coding and decoding of messages, in full respect of diversity e of interactivity. The methodology of the project followed the strategies of action research and the Project Cycle Management. The project involved all the pupils of the partner schools and in particular those who between the ages of 6 and 14 participated in the mobility; the teachers of their institution, parents, authorities, i representatives of cultural, sports, social, civic associations of life contexts. The results obtained: development of the curriculum on the culture of play in school training courses e in initiatives for childhood and adolescence; awareness of the value of the playful dimension in relationality and in the teaching-learning process; connotation of children's rights in the aspects of play, game and toy in activities in various life contexts in an organic, plural, inclusive and supportive, diversified, critical and creative for well-being in the dimension of citizenship European and peace. The results obtained have had a profound importance for the enhancement of "playing" and of a critical and creative way of playing experiences and with toys in the values of the person and of civilization.