<< Objectives >>IRIS has 2 objectives: (1) Increase the capacities of the 2 partner organizations for work with children with early speech & language delays (CESLD) in an inclusive environment through transnational cooperation on the development of joint new activities. (2) Enable CESLD to develop speech, language & communication skills (SLC) in an inclusive environment by early intervention in order to enhance their sense of competence, social interactions & social inclusion on local, national & European level<< Implementation >>A1. Project management; A2. Training-for-trainers: exchange of expertise and best practices on early childhood care and education for children with early speech, language and communication delays; A3. Interactive educational program to develop speech, language and communication skills of children with early speech, language and communication delays, in an inclusive environment; A4. Interactive parent training and support program; A5. Multiplier events.<< Results >>1. Increased educational capacity of participant organizations as a result of exchange of expertise and established transnational cooperation; 2. Created new, original and joint curriculum for a 30 sessions, 3 levels program on SLC for CESLD & for a 9 sessions parent training & support program; 3. Educated 116 children, 20 teachers and 38 parents on speech & language skills development; 4. Created 3 Teacher’s Manuals, 3 Learner’s Books, and the e-Parent SLC Training Kit with free public access.

<< Objectives >>Build and experiment 6 educational and inclusive activities (called Learning Scenarios) with humanoid robots with students from 3 to 13 years old. An other objective is to achieve special needs students and the direct experimentation in the classroom. From the teacher point of view this project can improve professional skills and schools can change their daily educational activities using emerging technology. All the results will share on internet with others teachers.<< Implementation >>All the activities are educational activities so the implementation is direct to the school world. In our 5 activities we have 4 direct activities in classroom and 1 (website) dedicated on the sharing information that we consider an important activities of our project. In the online portal all teachers can find the Learning Scenario and use it and evaluate it. Thank to that the implementation can improve during the project and after the project.<< Results >>In this project we would have 6 Learning Scenario available for teacher all over the world about the educational and inclusive use of Humanoid robot in pre school and primary school tested and evaluated.

<< Objectives >>By implementing this project we want to develop a responsible behavior of preschoolers in partner kindergartens towards an active lifestyle, by participating in at least one outdoor activity per week; to increase by 30% the outdoor activities in the partner kindergartens in the next 12 months of the project; reducing the discriminatory attitude of preschoolers from vulnerable backgrounds and we also want teachers in partner kindergartens to develop skills in carrying out outdoor activities.<< Implementation >>The project involves outdoor activities. These activities will take place both in the three mobilities and in the period between the mobilities. The activities will be both outdoor learning activities and movement and recreational activities related to the topics studied and the interest of the children. Activities envisaged by the project: Work with children outdoors, outdoor lessons, sports holidays and competitions in the yard of the participating kindergartens or or in other suitable places.<< Results >>Online publication with lesson plans related to project for pupils. The publication will contain 12 lesson scenarios and will be downloaded by about 50 people. A magazine of the project that will include articles, images, examples of good practices regarding the project activities, a Fcebook page, Etwinning.Increase in the number of outdoor activities carried out with preschoolers in all partner kindergartens, an increase in the responsibility of teachers in organizing this type of activity .

"Our project which is titled “Rhythm and music education in kindergarten” is a 24-month project that includes sharing good practices related to the priorities of Erasmus + program “Developing high-quality early childhood education and care systems”, “Social inclusion” “Strengthening the profile of the teaching professions.” Our project partner institutions aim to start the vocational orientation process in the pre-school education period by identifying the abilities of children aged 4-6 at an early age.For this purpose, musical training activities are organized in our project partner 3 schools in order to discover and support children with a musical predisposition in the preschool period.In Giresun Gedikkaya Kindergarten 2018, in Gradinita cu Program Prelungit ""Vis de Copil"" school 2016, Kindergarden 141 ""Slaveykova polyana"" school in 2015, Music and rhythm workshops consisting of Orff instruments such as rhythm sticks, Castanets, Kahon, Guero, Xilefon, drum, Agogo, etc. Music and rhythm workshops consisting of Orff instruments were established.In the classroom environment in which Orff instruments are used as educational tools in Giresun Gedikkaya Kindergarten, the lack of knowledge and experience of preschool teachers caused Orff instruments to be used by children as a toy, and the expected gains in children did not occur. Gedikkaya Kindergarten has revealed the need for cooperation with educational institutions that have experience in preschool music education.Within the scope of the project, cooperation will be established with preschool education institutions that continue their educational activities in Romania and Bulgaria, who have gained experience and experience in the music education process of 4-6-year-old children, and that apply their Orff education methods and activities in their schools.18 Preschool teachers, 3 Music teachers, 3 English teachers, administrators and parents of 3 schools will be involved in the project activities. At least 60 pre-school students between the ages of 4-6 will participate in educational activities to be organized at the local level.Within the scope of the project, 5 Short-term joint staff training events will be organized. 3 pre-school teachers, 1 music teacher and 1 English teacher from each school will attend the transnational education activities.In transnational education activities, working groups will be created, in which 1 teacher from each country will take part. The working groups will listen to their voices using their Orff instruments, say their names, and generate ideas on how to improve the musical, social and creativity skills of children aged 4-6 using Orff instruments. The produced ideas will be presented to different working groups, and good examples will be selected and a final Orff training diary plan will be prepared at the end of the project.Within the scope of the project, teachers of 3 schools will:-Prepare activities for students to take part in the group, sing Orff instruments, develop their creativity and support them by realizing their musical ability.- Collaborate on how to handle a lesson and ensure classroom management using Orff instruments- Prepare a music education plan covering at least 60 lesson hours to adapt the activities and teaching methods, and they will apply using Orff instruments to curriculum programs.C1-Orff activities that make it easier for children aged 4-6 to start school to get to know each otherC2-Educational activities introducing students to the names and sounds of Orff instrumentsC3-Activities to be implemented in the classroom to discover and guide students' musical talentC4-Orff show draft planC5-Preschool Music Education plan will be prepared.Activities prepared with transnational education activities will be implemented by teachers of 3 schools in their own schools, and the education program prepared by evaluating the effects on students participating in educational activities will be revised during the project.As a result of the implementation of the educational activities prepared within the scope of the project in our schools;4-6 age group preschool children;- Their interest in learning will be increased-The existing abilities of students with musical predisposition will be revealed and developed early-Making new friends through music will be provided -Social adaptation skills and creativity will be improved.In the long term:As a result of establishing a strong musical education foundation for our 3-6 age group preschool students, our students who spend 4-6 years of age with a musical education experience will be directed to fine arts high schools and conservatories.The project will contribute to achieving the goal of the partner institutions to be the educational institutions that start the vocational orientation process in the pre-school period by identifying their talents early in the preschool education period."

The future of Europe will be based on smart, sustainable and inclusive education: improving the quality and effectiveness of education systems in the EU. In this context, preschool education is the keystone of the success of lifelong learning, social integration, personal development, and later professional insertion. The preschool period is the stage where education can influence the development of children with the highest efficiency.By cultivating values such as respect for the other, tolerance towards diversity, complementarity between values, the kindergarten is able to harness the potential wealth of multiculturalism without undoing the identity of any culture.The Gulliver Kindergarten in Sfântu Gheorghe aims to carry out the KA229 Cultures and interculturality project between 01.12.2019 - 30.11.2021 between the Gulliver Kindergarten in Romania, the Create Partnership Trust in England and Papatya Anaokulu in Turkey.The objectives of the project are: enhancing the development of intercultural skills on the identity, culture and intercultural communication of 1480 preschoolers and supporting the understanding of their own culture and other cultures by the end of the school year 2020-2021; developing intercultural competences and better knowledge, acceptance and respect for the social, ethnic, linguistic and cultural diversity of 703 teachers by the end of the school year 2020-2021; the increased quality of the didactic process at partnership level in an intercultural context during the implementation period of the project through exchanges of best practices and international cooperation.The teachers and preschoolers will process the main cultural characteristics related to the objectives of the project at the partnership level during the learning weeks, in weekly projects: children’s day, national days of participating countries, religious holidays, family, fairy tales, poems, traditional folk songs and dances, national costume, crafts, Europe, traditional dishes, artistic creations.During the partnership we will arrange three short - term joint staff training events with a duration of 4 days to achieve the project objectives through the following themes: intercultural communication (CLIL method - Romania), intercultural dialogue (Teaching Training- Coaching& Mentoring Skills in Preschool - Turkey), cultural identity (storytelling method - England). 4 preschool teachers will participate in these activities from each country.The main project goal is to reach an improved intercultural competence and greater understanding of social, ethnic, linguistic and cultural diversity among all teachers from the institutions, as well as among parents and preschoolers. The international teachers' team will exchange good practices and develop educational projects and activities, so that their intercultural learning would be visualized through the project results.Project results: Intercultural Guide to Good Practice; e-products: video clips, audio and video recordings; project site, Facebook page; weekly project plans (learning, teaching activities).Teachers will develop intercultural attitudes and values such as respect for the values of their own culture and other cultures.Preschoolers will acquire knowledge on cultural awareness and expression (awareness of local, national and European cultural heritage).Parents will experience interactive exercises and challenges throughout the parents’ program that will stimulate them to help the children better reflect on cultural identity.The impact on preschoolers will materialize in a significant increase in the interest in the cultural characteristics of ethnicities present at the partnership level. Teachers will become able to help children learn about other cultures, memorize their learning experience.Greater recognition will be given to the important role of families through their direct involvement in parental education programs. The internationalization of the institutions, particularly through transnational cooperation and the exchange of best practice, will lead to high-quality preschool education.The project will help raise awareness of the local and international community regarding cooperation issues and initiate improvement processes, future initiatives.Cultures and interculturality project greatly contributes to achieving one of the main objectives of the Europe 2020 strategy: to reduce the rate of early school leaving below 10% by offering quality preschool education.The sustainability of the project will be ensured by developing new eTwinning projects in the future and within the Erasmus + program; valorization, multiplication of concrete results (good practice guide, e-products) in the partner schools of each institution; improving the policies of local, national, international authorities by taking over the project results.