Planet keepers - the global game changers is a project that starts to educate preschool children in sustainable development, with the global goals as a theme. We have chosen a large and important subject that is highly topical in society and it`s also a part of the curriculum for both Bulgaria and Sweden. In the cooperation between our countries, we focus on opportunities and solutions and to inspire each other throughout the whole project. We have set up monthly “focus goals” so the children can specialize and meet one or two global goals at the time. Together with the children, we have discussed, broken down and concretized the goals to be able to understand them. According to professor of education Julie M Daivs, there are three dimensions that are crucial in relation to children's possibilities to work with sustainability in everyday life. * Children have the right to express their opinion and make their voice heard - a dimension of rights.* Children are capable of taking part in and shaping their world - a dimension of competence. * Children are important as actors and they have the ability to challenge and act - a dimension of active participation. Through this project, we have taken these three dimensions into account and built two preschools that have added a culture of sustainable development.The project is set up as we are superheroes who are taught to save the world! Each child has received their superhero coat and mask that we wear when we do the planned activities. All educators also have a cloak and mask to participate and cooperate as co-researchers with the children in the various activities. By having inspiring tasks such as the children dressed up like pirates have clean a local beach, investigate where our food comes from, how far it has been transported, the importance of locally grown and organic, food waste (we weighed all the food that we threw away to think about reducing the food waste) it became clear and concrete.The children have also had to work with renewable energy such as solar power, wind power and hydropower and done experiments on all themes to experience the forces. They melted chocolate with just the sun, they built boats that we released in a stream where the children saw that the water moves the boat without us driving it and they have built and constructed their own wind turbines.We as educators have worked for sustainable development and also to be good role models for children, colleagues, other schools and for society. We have taken advantage of everyday life and the daily meetings. The children need present educators who take the time to listen and are committed and curious. We evaluated and discussed the results of the project in our preschools at our last meeting, which we had digitally. Through this project, we have both experienced, seen and learned that everyone in the work team and in the children's group can contribute with something and that it is important to take advantage of everyone's skills so that everyone feels committed and important. If we want to achieve sustainable development, we must become better at managing our resources as humans. In this project, we have seen that the cooperation between our countries has been of utmost importance to achieve the best results as the children's differences contribute to variation and that all educators who participated in the project from both countries have added their different layers of knowledge and experience. We have discussed and combined our knowledge with articles and lectures from researchers and woven in Bulgaria's and Sweden's curriculum goals in order to be able to implement the project at our preschools. In the long term, this project has changed the basic values of the activities as we have seen a difference between children and educators who participated in the project. We notice that the children have acquired knowledge about the global goals. Among other things, we see that food waste has decreased, they pick up rubbish and they protect nature. They think about recycling and not wasting materials or things. They actively turn off lights in the rooms they leave to save energy. For educators who have participated in the project, awareness has increased about sustainable development and has become a basis for teaching. The activities now permeate good values about both nature and fellow human beings. We have inspired each other with exciting teaching and tips regarding the project that took the work forward. We have also chosen better and more sustainable alternatives to food in preschool, healthier snacks and after reading research on children's health, our preschools have implemented break gymnastics every day that helps children get more energy and endure the school day even better.This project has given both students and teachers a new way of acting in their everyday life and we have developed and implemented a sustainable ground with good habits in our organizations.

"<< Objectives >>In early childhood education, which is a critical period for learning, in line with the principles of interdisciplinary approach and multiple intelligences:We aim to develop our students' basic math skills and environmental love, sensitivity and awareness skills.We aim to improve the professional knowledge and skills of our teachers.We aim for all our target groups to gain the development of their social and digital skills such as foreign language, European cultural values, internationalization.<< Implementation >>Throughout the project, we will implement the modules we have prepared by integrating mathematics and environmental education subjects with our students.We will provide a detailed timeline and content of the modules in the attachments section.During the module works, we will analyze, plan and evaluate the works we have implemented with the project partners through eTwinning twinspace, virtual meetings, teacher meetings, learning-teaching meetings.We will carry out active dissemination activities<< Results >>As a project output, we will create a booklet ""Mathematics and environmental education activities and good practice examples in early childhood education"".In addition, each school will create a botanical corner in its garden.In teacher mobilities, teachers will bring from different plant seeds in their home countries to other countries and we will support diversity in our botanical gardens.We will also have an open eTwinning twinspace and website at the end of the project."

Children, especially preschoolers, can record things into their long-term memory in learning environments which stimulate all the senses. Nowadays kids spend more time playing on gadgets than they do being physically active outside. Since they have less and less direct experiences in nature, these kids will miss out crucial opportunities to enhance their overall well-being, health and relationships. Many children today don’t have a lot of direct or indirect contact with and access to the natural world. Direct experience with nature during childhood is of great importance to influence the children's relationship with nature as a child now, but later as an adult. Sensory experiences will develop understanding and enrich child’s appreciation of the great outdoors. Playing in nature children develop a sense of wonder and curiosity about elements of nature (e.g. weather, flora and fauna, sand, water), and become inspired and motivated to explore, discover, inquire, critically think, and reflect about the real world.Considering these benefits 6 partner countries -Latvia, Turkey, Romania, Portugal, Bulgaria and Italy have come together to create the project: Little Nature Lovers. Project aim: Increase teachers' knowledge and skills to use contemporary teaching approaches to connect children with nature and improving children's knowledge of natural objects in the local area.Nearly 850 children aged between 3-7 and 100 teachers and educators will participate in this precious project.We will focus on the following objectives:-To enable teachers to acquire knowledge and competence to use nature as a learning environment via engaging children in outdoor nature activities;-To provide teachers with competence in nature based interdisciplinary lessons;-To inculcate teachers with new ideas and methods to guide special needs kids in nature activities;- to promote the formation of the child's ecological awareness and attitude focusing on trees, plants, birds and small animals; -To develop children’s creative and cognitive skills in Maths, Science and Art in nature;-To enable teachers to work in a mutual exchange with other kindergartens’ teachers to gain new ideas, insights, and methods across Europe.Our project will have 6 joint staff training with 6 different themes in which the participants will be provided with competence in order to conduct project activities more effectively. Methodical collections for preschool teachers (6 collections joined in one Little Nature Lovers’ Activity Pack) will be created (digital and 6 journals)Throughout 2 years period, we plan to create the following outputs and products with the collaboration of our partners: Project Roll-up, Project web page, eTwinning project, Little Nature Lovers’ Activity Pack, Teachers’ Guide for Nature Activities, Recipe Book, Picture Dictionary for kids.During the project the partner schools will learn from each other, project activities will become an integral part of the daily learning process. This project is also closely linked to preschool educational programs and curriculum of each participating country.Our project will contribute to the development of the involved schools in the long-term. For instance: the staff will have a raised awareness of recent changes in Nature education which will raise the quality at our respective schools;Nature-based project activities will nurture children's mental, academic and emotional development while bringing a sense of fun and adventure to kids. School community will be more conscious about the benefits of children’s connection to nature and outdoor learning. School and local community will feel themselves as part of the European Community. The implementation of the project will foster positive attitude about nature, promote school development and improve the quality of early childhood education and care in each partner school.

"- “Little Farmers Meet the Soil"" is a School Exchange partnership project. The project is planned to start on 1 October 2020 and last for 24 months. The partnership related to the project was established as follows:The project was announced through the eTwinning platform. After the exchange of ideas with countries that want to become partners, partnership with five different countries from Europe was established. These partner countries: Turkey as the coordinator, Italy, Greece, Bulgaria, Romania and Slovenia.- Our priorities in the project are to support individuals in acquiring and developing the social and educational values of European cultural heritage, basic skills and core competencies. The project has four main objectives:1.To Provide agricultural skills and ecological awareness.2.To Improve European citizenship awareness and identity.3.To develop social skills.4.To serve to destroy existing prejudices, if any, by raising awareness about active European citizenship.- Our Project aims to provide agricultural skills, innovative practices and experiences with participants from different parts of Europe. Partner schools from six different countries from different parts of Europe will carry out the project.Different groups of 30 students aged between 5 and 10 will participate in each short-term student exchange activity.All partner schools have 3728 pupils in total (Turkey 1200, Slovenia 807, Italy 1202, Bulgaria 184, Romania 220 and Greece 115 students). The project partners include 4 primary schools and 2 kindergartens.-The participants who will participate in short-term student exchange activities; Participants will be determined based on the participant selection criteria prepared by the Turkish partner, the coordinator country:- Having high learner motivation.- Being eager, relevant and participatory at every stage of the project.- Willingness to recognize different cultures and understandings.- Having an idea about European citizenship awareness and identity will be a priority.Project activities and methodology to be used are listed below:Introductory meetings will be held to carry out the activities of the project. The project will be made visible in the school and local area. For these studies, websites, social media, local press, etc. will be used.- Each partner will create suitable gardens for planting agricultural products which are appropriate for their own country’s climate . Preliminary preparation, informing , fence painting, apron design, garden arrangement, hoeing, cultivation, irrigation, maintenance, harvesting, food production and sale will be made.-All participants will participate in a total of 5 different short-term student exchange activities. During the visits, different agricultural workshops, informative events and activities, agricultural and cultural trips will be held in each host country.- Other project activities and outputs which will held with all the participants will consist of letter to seed, painting contest called ""My Garden of My Dreams"", project logo, poster work, pot design and seed germination, mini greenhouse, calendar preparation, preparing a cookbook called ""Tastes from Little Farmers"", interview activities with farmers-Predicted Results and EffectsFor all relevant teachers and other school staff:-New techniques and ideas will enrich their professional experiences,-Language skills will improve,- By involving in intercultural interaction, the awareness of the importance of multiculturalism and linguistic diversity will be raised. Gaining European citizenship awareness will prevent xenophobia by improving social dialogue.-Life skills, organizing and interpersonal skills will improve. For students involved in the project:- The project will increase students' awareness of the importance and complexity of agricultural skills and ecological awareness,Self-confidence will strengthen,- By creating awareness about active European citizenship, existing prejudices will be demolished, if any.- Language, basic interpersonal communication skills will improve,- Sensitivities to cultural diversity will improve. For partner schools:-All participating schools will be strengthened to represent themselves internationally,- A cross-cultural approach to cultivation and cultivation of agricultural crops will be aquired,Learning to cooperate in multicultural and multilingual groups will be provided,- In an atmosphere of tolerance, open mindedness, flexibility and adaptation to new situations will strengthen,In terms of parents involved in the project:-Sensitivity to cultural diversity will improve,-Language skills will improve, Dissemination:In dissemination activities, the outputs of the project (logo, poster, calendar, cookbook, video, photographs, website etc.) will be shared with local and national organizations, and other stakeholder institutions."