-modification of the curricula and implementat in them the activities basing on the needs of children learning in variuos cultural background, developing foreign languages skills and by introducing new methods and strategies of teaching increase the quality of early childhood teaching. -eliminate routine activities, create tools to trigger creativity in aquiring Key Competences-Maths,Social, Environment -support acquisition of skills and key competence by enhancing their learning results and reaching success; enrich the educational offer of the institutions by project activities building new eco-friendly space, teachers' exchange, new methods of teaching, activating many teachers and support staff in the institution. -create international cooperation by e-mails, ICT tools, meetings .The experience shows that these type of relationship is a long lasting -increase the team-work skills both among staff and the teachers -gain the skills to use information and experience by job -shadowing -increase the courage to action, develop teachers strengths and competence -equip the institutons with ICT tools and use them, -incorpore the enviromental friendly policy in the institutions -increase the quality of work in the institutions
We created the group of institutions addressing same needs in aspect of emotional intelligence and competences. We desired to implement sustained modification of curricula and implement in them the activities basing on the needs of children learning in variuos cultural background, developing foreign languages skills and by introducing new methods and strategies of teaching increase the quality of early childhood teaching by ICT tools use. We wanted apply new methods to eliminate routine activities, create tools to trigger creativity in aquiring Key Competences-Maths,Social, Environment and Lanuages We desired to support acquisition of skills and key competence by enhancing childrens' learning results and reaching success; enrich the educational offer of the institutions by project activities building new eco-friendly space, teachers' exchange, new methods of teaching, activating many teachers and support staff in the institution. We needed to create international cooperation by e-mails, ICT tools, meetings. We saw demotivation and early education teachers' position underrated so we wanted to increase the team-work skills both among staff and the teachers. They had to use communication competence, language and interpersonal skills