"Our Project “Orff Approach for Preschool Children” is a 24-month Project including Cooperation for innovation and the exchange of good practices relevant with the priorities of ""Increasing access to affordable and high quality early childhood education and care"", ""Social inclusion"" and “strenghtening the professional profiles of teachers” of Ersamus+ programme.Before this application, our preschool teachers found out that Orff instruments are used in preschool education period in order to increase the creativities of pre school children, to develop their musical skills and to help them socializing with their friends easily. Developed by German Composer Carl Orff, these instruments have been used as educational tools to reveal the desired development of children in European pre-school institutions for years.Having consulting some educational institutions in our country,we decided to establish an Orff workplace in our school where Orff instruments will be used. Then,we initiated a training process for our students for a few months. However, at the end of the first month, we realized that our students were using the Orff instruments as if they were toys. To use these instruments as they are supposed to be, we concluded our teachers must be supported urgently on how to teach the students with these instruments.Finally, we decided to co-operate with 2 experienced schools in Lithuania and Romania that practice the Orff instruments in training process .The participants and beneficiaries of our project are; 18 Preschool teachers (6 from each partner school),60 preschool students aged 3-6 at 3 patner schools,3 Music teachers,3 English teachers, 3 Principals & 3 vice principals-60 parents (at least)Through our Project we aim our teachers;-to learn Orff teaching methods to develop the creativities of our students-to develop activities to enable our students to recognize and support their musical talents -to develop methods of lecturing and classroom management by using Orff instruments-to gain experience and knowledge of their colleagues who have been applying this method in their schools and have adapted the Orff activities into their curriculum.Expected Results (relevant with teachers);-exchange experiences and good practice with European colleagues using Orrf methods-discovering musical abilities of 3-6 age preschool students and supporting them according to abilities-developing the children's role-taking and socializing skills and motivate them to choose profession at early ages-60 hours of “training programme” including Orff activities in class, -developped course methods and techniques using Orff instruments, -knowing different cultures and improved language skills, as a natural result of the project.(relevant with students);-getting the opportunity to discover their musical talents of at early ages .-increased creativity skills-new friendships made through music-recognizing the Orff instruments -improved musical and social skills-distinguishing the sound properties (musical notes;fine-thick,long-short notes etc)-ability to accompany the songs they have already learned, with Orff instruments-creating common rhythms together with their group friends Main Activities;-preparation activities-introducing the basic principles of the Orff Approach and Methods -developing social skills and musical talents of students using the Orff instruments.-introducing the Orff Instruments to the students -determining course hours,class activities-preparing&applying training program in classes-Demonstrating an Orff Show -adapting the process to the curriculum of the schools.-evaluation and disseminationAfter the project ends;-The Orff activities will continue to in all partner schools for newly enrolled students-The Orff Education Plan will be implemented in each academic year.-The year-end Orff Show will be prepared every year in the partner schools.In the long term;-By recognizing Orff instruments at a young age, our children will have a musical infrastructure and those who have good musical talent will be encouraged to keep their education at higher education institutions such as Fine Arts High Schools or Conservatories."

Alone in the world was a project for teachers in which four partner institutions from Romania (coordinator), Bulgaria, North Macedonia and Turkey intended to cover at the preschool level of the education system the acute lack of information and didactic practices meant to create a welcoming environment for learning and socialization to which they have to access the children with special need at main education. As we all know, the inclusion of kids with special needs is an action in line with EU priorities that seeks to provide equal opportunities without discrimination. In each educational system we noticed the same problem: children with special needs are excluded from activities because they do not have communication skills, they are not accepted by other kids in the group, they haven`t social behaviors. Thus we realized that the kids with special needs, present in the usual classes aren't unable to work because they need a different kind of activities to be included in the specificity of the group and to use and develop their skills. The inclusion of children with special needs in regular classes is a serious problem of the each partner education system, which has led to its transformation into a complex intervention strategy. Therefore, with the help of specialists and teachers we have successfully used in teaching several innovative methods of integration and inclusion through a wide range of activities and games for with disabilities (SEN). Starting from this situation we understood that, the teachers haven`t an auxiliary with activities and games on the strategy of inclusion at preschool level of kids with special needs. One of the objectives of the project which was achieved after 2 years was to collect from all partner countries different types of games and activities inclusive for the realization of a Gaming auxiliary and activities for inclusion, that led to the integration of children with special needs in the educational act. Another objective achieved during the project was to create an inclusive environment by developing social attitudes, acceptance, information, interaction, collaboration and mutual learning of the target group of children, parents, teachers and community. By achieving this goal we managed to offer to children with SEN an inclusive environment which led to the integration in mainstream education of a larger number of kids with disabilities and preventing the early school leaving from this age. Through this project, as a long term benefits, the parents of the other children and the children in the class accepted that children with disabilities need special attention and other types of activities that take into account their special abilities, skills and needs. Participants in this project understood and became aware the need to combat all forms of discrimination. They gain a better sense of their own identification through the compassion, understanding with that of our partners promoting tolerance and accepting differences. The Gaming auxiliary and activities for inclusion it can be a educational resource for those interested. The activities are divided into monthly and we have proposed at the partnership level to choose the types of games that we want to run monthly to see their applicability in different countries and educational system. The activities of the project combine improving the life and personal skills with the learning through the games , workshops addressed to all participants( children, teachers, parents, community, specialists), Job-Shadowing activities, examples of good practices in the teaching-learning process, games with children, parents, partnerships with other institutions. There were physically 4 LTTs- each partner organized at least one-and activities which took place prior or after (preparation and dissemination) with at least 20 direct participants in each and their activity appears in the minutes of the meetings, certificates and reflexive journals which will prove the competences acquired. The long-term results are the integration of as many children with SEN in mainstream education, preventing early school leaving, improving classroom work methods of the teachers by using the Gaming Auxiliary and activities for inclusion(result of the project), increasing the prestige, visibility and desire for innovation of the partner institutions in the project. Adapting the activities to the requirements of children with improves the material and didactic basis. Also, as a long term results , the parents of children with special needs will realized that by involving in all activities they obtained a way which will help them become more easily integrated into later school life. Integrating these children into school life and in community life can make them functional adults in society in the future. Spending quality time with their children, parents will change attitude towards their own children, accepting them, encouraging them, and supporting them.

"The project responded to common needs identified by partner kindergartens in order to prevent and to combat social exclusion of children who exhibit aggressive behaviors or difficulties in adapting collectively and do not spend a quality time with family and they are deprived of affection. It contributed to the improvment of teachers' professional skills regarding on emotional development of preschoolers. Our priority has been to ensure a safe and friendly environment for the well-being of our preschoolers.For 920 preschoolers (3-7 years old) and 115 teachers of 5 kidergartens from Romania, Bulgaria, Latvia and Turkey, during September 2018 – December 2020, the project objectives were: O1. To improve teachers' professional skills in socio-emotional development of children, through exchange the good practices in designing and conducting cooperative ludic activities for children; O2. To form the behavioral emotional management skills of preschoolers involved in 4 thematic projects; O3. To create in mixed teams of preschoolers – teachers 20 digital stories with therapeutic effect.The partner teachers implemented and evaluated by a common structure, and using the same tools, 4 thematic projects, adapted to the specific curriculum, aimed at the children's emotional development through games, stories, dramatizations, drawings: ""The enchanting box with emotions"", ""Let’s play together!"", ”Wheel of Emotions” and ""A story for everyone"".The thematic projects developed created new educational contexts based on capitalizing on the emotional development strategies of preschoolers.Children's parents were also involved in these activities. The onset of each project was preceded by a teacher training activity in which they designed activities, created appropriate tools for evaluation, and maked the SWOT analysis of the previous project to identify improvement solutions. Partners used the eTwinning Platform in order to create and develop the TwinSpace of the project in order to collaborate and disseminate the activities and the results.There were 4 transnational training activities focused on:-Project management and socio-emotional skills(Romania- November 2018);-Socio-emotional skills and games (Latvia-May 2018);-Emotional skills and stories (Bulgaria - October 2019);-Emotional and digital skills (Turkey - October 2020).The results obtained were: 1. - a glossary with 4 projects on emotions with ludic and cooperative activities:""The enchanting box with emotions"", ""Let’s play together!"", ”Wheel of Emotions” and ""A story for everyone"";- a common set of tools for assessing children's socio-emotional skills for each thematic project;- 4 thematic projects implemented among children and evaluated by the teachers.2.- better cooperation between teachers, children and parents; - less conflicting situations and less aggressive behaviors among children in the target group; - a pro-social behavior of children who are aware of their feelings and transform their own negative emotions into positive ones.3.- 20 digital stories with therapeutic effect (4 per partner); children who practice their digital skills constructively.The impact of the project was strong on children who know are able to know and better manage their emotions, transforming negative emotions into positive ones, better integrating into the school environment and society. Teachers have improved their teaching practices on children's emotional development activities and are able to facilitate more effective communication and interaction between children and children, between adults and children, by eliminating existing emotional differences. At the level of each partner kindergarten, the offer of the extracurricular activities is more diversified, the school-family-community partnership is strengthened, the European dimension of the quality of education offered and also the prestige of the unit is increased.The participation in this project has contributed to the development of the involved units in the long-term because the partners used the results and they continued to implement some activities following: -The involved teachers became the resources-persons in their unit and they shared the experience to other colleagues. They all developed some similar projects, capitalised the professional skills and designed resources. Also, they are able to enforce the unit-parents relationship. - The created products - Glossary of thematic projects about emotions with ludic activities, 20 therapeutic digital stories, portfolios of thematic projects – are used by the other teachers in daily lessons and extracurricular activities. - The good results of children regarding the socio-emotional skills recommend our unit in the community and increase our kindergarten prestige."

Senses, Thinking and Education on Action for Mankind is an Erasmus+ project, a key action 2 for the exchange of good practices between schools. The project lasted 36 months from 1 September 2018 to 31 December 2021, with the project extended by 12 months due to the Covid-19 epidemic. The project united five partner countries from Slovenia, Finland, Poland, Romania and Turkey to develop relevant and high-quality skills and competences, as well as strengthening the profiles of the teaching profession. The project was coordinated by a Slovenian partner.With the project, we successfully introduced the pedagogical approaches STEAM and CLIL in conjunction with healthy lifestyles, European cultural heritage and ICT technology into the learning process of the partner organizations. We developed critical thinking skills, creativity, problem-solving, collaborative learning, teamwork, self-esteem and communication skills, promoted healthy lifestyles and implemented prevention against obesity, diabetes and dental health. We have introduced innovations in the use of ICT technology in the creation and dissemination of educational and didactic materials and promoted the learning of a foreign language among both pupils and teachers. Through project activities, we created different social interactions of intercultural dialogue and tolerances between pupils and reduced intercultural stereotypes. The project enabled the participants to learn about the culture, cultural heritage and traditional cuisine. It also strengthened the methods of working with pupils with special educational needs. The project activities allowed foreign and migrant pupils to present their culture and cuisine.At the time of the project, the following results were achieved: - pedagogical material on healthy nutrition and cultural heritage with STEAM and CLIL pedagogical methods;- e-material made by pupils;- poems on the theme of healthy nutrition and healthy lifestyle;- different pupils' products related to the project theme;- posters with educational content related to the project theme;- articles published in school and local newspapers;- project website;- project catalogue;- Twinspace online classroom;- e-booklet with examples of healthy lifestyles;- e-booklet with traditional recipes;- exhibitions of creative culinary products;- board games on healthy diets and healthy lifestyles- a calendar representing the cultural characteristics of the partner countries;- exhibition or museum of old objects;- performances of traditional dances;- puppet or school performances on healthy diets or healthy lifestyles.During the project period six learning, teaching and training activities were carried out, of which four were in person and two virtual.The project participants were teachers who were selected with the principle of equal opportunities. The participants were also school management and pupils aged 3 to 15, including those with special educational needs and fewer opportunities. The project also indirectly involved parents and grandparents of the children, as well as representatives of local authorities, experts and specialists, local craftsmen, farmers and food producers, health institutions and the local beekeeping association.All activities carried out were documented and published on the project website, in the Twinspace online classroom and presented in teachers meetings. The most important activities that made the project visible were mainly those planned and carried out by the pupils in cooperation with the local environment. The most resounding was certainly the contribution, which was broadcast on Slovenian national television, where the pupils presented the project work. The main target groups with which we shared the project results were pupils, teachers, parents, grandparents and the local community. Project dissemination was carried out in the following areas:School area (within the collective):- eTwining workshop for teachers;- presentation of work and survey results at teachers meetings;- dissemination of LTT activities;- articles of the project work in the school newspaper.Local area:- articles in the local newspaper;- a healthy stand and raising awareness among the local community about healthy lifestyles.Regional area:- presentation of healthy products at the agricultural and craft fair in the regional community;- presentation of the project work at the meeting of the mayors of the seven municipalities of the Gorenjska region.National area:- presentation of the project work in the Good Morning broadcast on Slovenian National Television;- participation in the Children's Theatre Festival.International area:- presentation of the project at the Valorisation Conference, organised by CMEPIUS;- presentation of the project work on the CMEPIUS social network during the epidemic as an example of good practice;- the project website.

Our Project “Let’s EAT together, Everybody Around the Table” has united six European nursery schools from France, Turkey, Bulgaria, Romania, Latvia, Greece, who had chosen to work together , to give their school a European dimension and to improve their practice. This project has leaded to develop in children and strengthen in those who educate them, the culture of healthy eating habits as part of the healthy lifestyle that they will carry throughout life .The project has allowed a better knowledge of the specific culture and an enrichment through the discovery of the diversities of traditions in healthy food nationally and locally. It has given the opportunity to young children and teachers, to enforce their European identity, by introducing the participants to other European culture of healthy attitudes.It also has built an active european citizenship. The manner in which the project has been carried out, required the pupils with the knowledge, attitudes and skills they need to become happy, healthy and productive adults for tomorrow’s world of integration, able to cooperate, collaborate with other generations and societies, in the future European context.The programming of activities spreading over the time has given the opportunity to pupils and teachers from different countries to cooperate in the construction of knowledge and common and assessable skills refering to the European base .Working on eating habits has allowed to adopt an interdisciplinary approach that provides a real life context . The activities such as cooking, shopping, growing plants hl provide wonderful opportunities for learning and will develop a lot of skills in vital curriculum areas : mother tongue, sciences, foreign language , arts, literature.Some complementary activities have been planned to learn more about healthy ways of life through songs, games, competition, poems, stories, pictures, drawings, role playing, meetings with doctors, nurses, dentists etc.Pupils and teachers have worked in subjects, with goal to build together project products. Exchanging ideas, has been the opportunity to discover one another, develop positive attitudes in every situation, develop friendships and come to an understanding of the differences and similarities in the field of healthy eating habits and food .Working in team with planned objectives has allowed to develop other important citizenship skills helping them become sociable, tolerant, responsible, confident .Each of the participant schools has :- developed the project’s common website by using web2.0 tools to publish and share products such as recipe book, calender, story book, brochure...all individual and common works, project meetings and evaluations,- drove a quantitative and qualitative evaluation trough a questionnaire about eating habits for typical breakfast, lunch and dinner.- organised seminars and events such as health day, exhibitions which will be held by engaging the local community .- created a photo album collecting cultural materials during the mobilities and activities in different countries to allow to our young pupils to see Europe through the eyes of a mascot, as our children were too young to travel . Reached benefits for pupils :- pay more attention to the food they eat .- be aware of consumption, buy fair trade , resist to advertising , learn to choose what to buy on the market and be responsible. - be aware of once body and well care it through good eating habits, sleeping, doing sport and physical activities . - acquire good eating habits and avoid bad eating habits as much as they can .- discover how the children in other countries are eating and exercising .- establish a positive approach to cultural diversities among teachers, students and parents by creating a team spirit among all partner countries by means of full cooperation and effective communication .- improve their skills in all the compulsary subjects such as Mother Tongue, Foreign Language, Sciences, Physical Education, Arts .- develop especially communicative skills and ICT skills .Impacts on teachers : - the discover of other European countries and cultures.- the development of their awareness and knowledge about how to lead a healthy life.- the effective professional development and curriculum enrichment.- the development of their knowledge in the specific field of early teaching and young pupils education .- the practice of sharing knowledge and dissemination of good practices .- the increment of the use of foreign languages .- the increment of the use of ITC and medias education and improvement of their skills .- the discovering of different teaching methods, in pedagogical approaches and school management .Effects on our related partners and the whole community in our local context :- improvement of the quality and the image of our school given them a European dimension .- open mindnes