CONTEXT Kids have an inherent tale preference. Stories create a mystical universe and a sense of wonder about the world in which children step up to uncover mysteries, discern the good from the bad and thereby gain important life lessons, develop universal patterns that inform them about the effects of their decisions, themselves and the environment around them, follow a positive model of social conduct. Storytelling is a great opportunity for children to gain empathy, admiration and acceptance of other cultures, cultivate positive attitudes towards people of various backgrounds, races and religions. In addition, stories and storytelling promote the education and creativity of children, provide problem-solving strategies, enable them to interact effectively, grow emotional intelligence and cooperate with peers. The project partnership has collaborated to build the framework for their children and pupils in order to improve the ability to understand the real environment through insights into common life experiences, practice and strengthen language and literacy skills through practical creative learning scenarios, as communication skills are a key component of life success. OBJECTIVES O1 To improve the imagination, critical thinking, verbal, communication and teamwork skills of young learners across a variety of practical and inclusive experiences in classrooms. O2 to develop a collection of powerful storytelling tools and strategies for further use with young learners in educational activities. O3 to increase understanding, acceptance and appreciation for cultural diversity in intercultural matters. O4 Providing opportunities for the professional growth and sharing of pedagogical methods at European level for teachers. O5 Strengthening the European element of education and cross-border mobility in partner schools through exchange projects with Erasmus+. NUMBER AND PROFILE OF PARTICIPANTS The target group of young learners that our project is targeting consists of pupils aged 4-11 who benefit from pre-primary and primary education. They will form the core community, with this age group introducing local events. At the collaboration stage, we predict that the total number of direct participants will comprise about 300 pupils who will play an active role in the implementation process of the project. Students must attend and plan local and interactive events, assisted by project team staff, school counselor and psychologist. The project team will be formed in each country by a total of 10 pre-primary and/or primary teachers; they will apply storytelling strategies, methods and tools learned during training events with direct participants in their organization; they will arrange practical workshops for pupils to develop specific storytelling project materials; they will build their own stories; they will participate in role-play and drama exercises to stage stories; MAIN ACTIVITIES C1- Storytelling with realia C2- Dramatized storytelling C3- Digital storytelling C4- 3D Story books C5- Storytelling with pictures and drawings METHODOLOGY The methodology introduced will concentrate of developing creative and personalized storytelling approaches, tools by applying the expertise acquired during LTTAs and past professional experience, incorporating new opportunities with young learners in local and international events, building a rich array of storytelling teaching aids. RESULT Concrete outcomes of the project will be: thematic displays, story dioramas, booklet- pre-primary and primary storytelling events, worksheets, models, storytelling card packs, interactive tales, project tale calendar, children's puppets, exhibits, project website, twin room, effect and input formats, publications, social media account, international conference, certificates. S IMPACT AND LONG-TERM BENEFITS “Once upon a time, little storytellers” will provide resources for professional growth, strengthen the image of learning profession among management teams and LTTA participants because of the local and international activities they carry out, attending training sessions, sharing of teaching techniques, expertise, resources and methods they can learn and further pass to institutions. In addition, the collaboration will promote consistency and multidimensional changes at the school level involved, bringing diversity to the syllabus through creative storytelling strategies and resources applied, focused entirely on immersive learning that will positively influence the outcomes of young learners and empower them with lifelong core competencies. The project will serve as a model of innovative approaches to drive both teaching and learning growth. Partner company would strengthen the capacity and experience in project management, enhanced awareness and opportunities for extending the international network.
Today's children, although distracted by TV programs, computers and cell phones, often do not disdain listening to the stories told by adults and often invent and write their own. The aim of the project was precisely to help the children to listen, but above all to write their own stories. Based on the experience of implementing this project, partner schools have benefited from professional growth and it serves as a model of innovative approaches to stimulate both growth in teaching and learning, the educational act itself. The impact of the project has had effects on both the teaching staff and students of the school as an organization and community. Students benefit from training courses followed by teachers who apply innovative methods and techniques in the teaching-learning-evaluation process. Through this project, the partners involved have helped bring diversity to the program through creative storytelling strategies and applied resources, focused entirely on immersive learning that will positively influence young people's outcomes. Throughout the implementation of the project, we also developed our capacity for self-knowledge and professional development; we improved our intercultural communication and non-verbal communication skills. All the knowledge acquired was in line with what was initially established through the project, improving our skills and techniques related to better knowledge of students and identification of those with learning difficulties, communication with parents, conflict resolution and arrest of the phenomenon of discrimination. Furthermore, we will continue to use the results of the project (story dioramas, interactive stories, story booklets for pre-primary and primary education) in the educational act, as well as the innovative methods and techniques acquired during the implementation of the project. At the application stage, we expected that the project would have a significant long-term impact on the schools involved in a European context, including: Improved understanding and intercultural communication between students from different backgrounds. Greater student tolerance and respect for diversity. Students gained knowledge of the traditions, language and educational systems of different countries. They also have to create resources to explain what their country is like and guess the characteristics of other countries. Increased teachers' ability to teach intercultural understanding and communication The implementation of this project has been successfully carried out for as long as it has lasted, but it does not end when the project ends. Our current expectations regarding the long-term impact of the project are even more positive than they were when the application was submitted. We have already seen proof of all the benefits listed above and are confident that they will continue to grow in the years to come. Our expectations regarding the long-term impact of the project have changed since the application stage for several reasons. First, we have already seen evidence of project success in the short term. This gave us confidence that the project will continue to have a positive impact in the long term. Secondly, we have developed strong partnerships with the schools involved. These partnerships will be essential to sustain the benefits of the project after its conclusion. Finally, we learned a lot from the implementation of the project. This knowledge will help us refine our approach and make the project even more effective in the future. Above all, learn to use 5 types of stories: narration with realia, scratch story, traditional story, 3D story and story drawings. It plans to continue using the project results or continue implementing some of the activities after the project ends Yes, we and our partners plan to continue using the project results or continue implementing some of the activities after the end of the project. Specifically we plan to: Develop and implement new curricula and intercultural resources based on project findings. Provide support to teachers in teaching intercultural understanding and communication. Work with schools to sustain the benefits of the project after its end. We believe that the project results have the potential to make a real difference in the lives of students and teachers across Europe. We are committed to continuing to use this knowledge to improve intercultural education in the long term. We believe the project's focus on storytelling is particularly important in the traditional stories of several European countries. Storytelling is a universal human tradition that can be used to bridge cultural divides and promote understanding and empathy. By using storytelling to teach intercultural understanding and communication, we can help students develop the skills and knowledge they need to thrive in an increasingly diverse and interconnected world.