We wanted to achieve the following goals: C1- to empower children with fewer opportunities for greater active participation in everyday life in kindergarten, the local environment and the EU; to teach them additional cooperation skills - to empower them in the areas of active participation, to raise their self-esteem, to understand their possibilities despite fewer opportunities; better equip them with skills and knowledge so that later in life they will be more successful, cooperate more easily, be more confident in their abilities and thus become more active later in cooperation in the local environment and in Europe. C2- equip educators with such knowledge and competences that they can offer children with fewer opp. a sufficiently supportive and active environment that would enable them to participate more, because dissatisfaction at the workplace and neglecting the feeling of happiness at the workplace reduces trust, respect and self-belief, in educational system, and this makes employees less adaptable to changes in everyday life, less self-confident when working with children and less active citizens. C3-we want both children with fewer opportunities and kindergarten teacher to create inclusive environment 4all.
We applied for this project because analyzes of the situation in both kindergartens showed us that: *children with fewer opportunities need different approaches to achieve the same goals as other children; that they need additional did. aids and need to be additionally supported during their development, because only in this way will they be able to become more confident and active in everyday events, as well as more active co-creators of the European environment. *the key competencies (for working with children with fewer opportunities) among professional kindergarten workers are too few and too weak, and they need to be strengthened both in terms of different approaches to working with children with fewer opportunities and to strengthen them personally - so that they are satisfied and happy at work, that they have confidence in themselves, in the educational system, and that they are thus strengthened and more adaptable to changes in everyday life. From both analyses, we extracted the fact that employees who are happy at their workplace feel trust and respect, and are able to share these competences further, primarily among children, and especially among children with fewer opportunities.