The goal of the implementation of the “Learning Together” project was to improve the quality of work in Kindergarten Jarun through the development of the professional competences of educators and experts associates, introducing innovations in work, and learning about new approaches and work methods. In addition, by implementing new knowledge, we wanted to create an inclusive environment that adapts to the individual needs of each child, encouraging inclusion and individual progress. By using modern technological tools such as didactic robots, tablets and digital picture books, and through structured education, educators received support and motivation in adapting and enriching their work methods and approaches in order to respond better to the different needs of children. Participation in mobilities enabled educational staff to acquire new knowledge and experience, development of professional skills and perspectives, as well as observation of practice in other environments. Finally, the project sought to promote the continuous learning and development of teachers in order to ensure constant improvements in the quality of work in our kindergarten.
The "Learning Together" project originated from the needs of 90 educators and professional associates for improving their digital competencies in working with children, based on the need to use assistive technologies in language learning and working with children with disabilities. ICT technology that professional practitioners could see in courses, as well as through visits to educational institutions, was applied in working with children with developmental disabilities and in early language learning. Course participants were introduced to assistive technology and its application in work; we learned about social stories and sensitized ourselves to the various needs of groups (children at risk - refugees). We have adopted various methods that we apply in our work, which consider the individual needs of each child according to their cognitive abilities, age, and social needs. Through participation in similar institutions, we learned new approaches emphasizing equality in care and education, and monitoring practices helped us identify effective educational activities for sustainable development.