Our project “ Power of Friendship: anti-bullying program for schools” intends to offer an anti-bullying program through promotion of six specific values, easy to understand and integrate in school’s culture: respect, empathy, tolerance, kindness, unity in diversity, friendship. This program, grounded on common values, is based on the belief that schools need to change in order to decrease aggression and protect emotional health of students and teachers on long term. Also, bullying is directly recognized as affecting early school leaving in the Annex to the Council Recommendation on Early School Leaving (2011).The project will involve students, teachers, parents from six primary schools from Romania,Turkey, Greece,Poland, United Kingdom, Italy whose aims are to establish a long term social cohesion and a positive environment, and strengthen cooperation. This innovative program will improve students' own personalities, build their self-esteem, develop positive attitudes.Students will learn to recognize and accept different cultures and ways of thinking. By cooperating with partners from all over Europe through agreed core values, the teachers will acquire new competences. They will learn how to apply the program at school level helping all children, including those at risk of leaving school early or with high risk of exclusion. Our project aims to highlight the core values of respect, tolerance , kindness,empathy, unity in diversity and friendship to prevent bullying and develop friendships, to enhance critical thinking, social and cognitive skills . These core values develop the children’s social skills and enable them to develop positive relationships in childhood as well as later in life.The objectives are achieved to strengthen the European dimension by providing intercultural dialogue through many activities promoting an awareness of importance of friendship and combating of bullying and violence among the young people .The planned social activities such as drama, role playing, poems, inclusive traditional games, songs, drawing, painting, competitions, Collaborative story writing, ICT etc will stimulate social and emotional development, enhance students ability to relate with others and boost feelings of confidence. Socializing will equip the children with problem solving skills in relational matters and develop positive behaviors so they prevent and minimize bullying by creating a positive environment where students will respect each other. Teaching children social skills through values will be a good starting point to tackling bullying. Our project isn’t about constantly focusing on bullying, but on the things that can minimize bullying – such as promoting positive behavior in schools to create an environment where children behave well, where children take responsibility for each other’s well being and include and support each other.We have also planned six Transnational learning, teaching and training activities meetings for teachers (one in each country) and 3 short meetings pupils mobility with a small group of students. We are sure that the teachers will acquire new competence and they will develop basic and transversal skills that will help them cope with any type of aggression and will learn how to maintain a positive school climate. The core of partnership is to exchange good practices, taking advantage of different skills that each partners bring into the project with multinational activities and develop a more integrated curriculum, extend ICT skills , and foster reflective practices.Project staff will be involved in the activities through website, creating project materials such as e-story book , calendar 2020, power point presentation, dictionary, mascot travel book, mural, project 6 Teacher Learning Activities meetings . There will be a mascot competition among the partner schools and Each country. Our mascot travelling with a backpack will be exchanged among the partners and will stay in each country during the mobilities to discover other countries’ culture, language ,the way of living through working on the agreed core values.Achieving of the objectives will be measured through project website, social media impact, students interviews. Questionnaires for teachers and studebts will measure the impact of our program. An important outcome of the project will be a collaborative E-story book and designing online activities for teachers.

<< Background >>Our project consists of six schools belonging to three countries, coordinated by the Teacher raining and Resources Centre (CFR) of Pontevedra. The Spanish schools are, in addition to the coordinator, a special education centre, a primary education centre, and two secondary schools (covering general and vocational education). We also have a Turkish special education centre, and two centres with both primary and secondary stages, one Portuguese and one Italian.Our project brings together two areas of interest that are very present in the educational reflection of recent years: on the one hand, the question of spaces and their influence on the methodologies and access of students to the desired learning, and, on the other hand, the need to facilitate this access to all people, in all their diversity and in an inclusive way.We believe that reflections in this area are often carried out separately, and interventions are limited to initiatives developed in specific educational centres or areas. Our intention is to bring them together by creating a general framework that provides instruments for reflection and assessment for the entire educational community, while being contrasted by their application to a sufficient number and variety of schools such as those that are represented by the participants (special education, primary, secondary and vocational training centres in different countries), thus ensuring the relevance of the study.We also aim to enrich reflections on diversity and spaces with an international perspective that allows us to exchange and pool country-specific strategies, resources and organization modes.<< Objectives >>According to the needs that were identified, our project aims to create a general framework for the design of inclusive educational spaces that serves as a reference and orientation to different types of centers to carry out their own projects. Nor, of course, do we give up on particular achievements involving improvements, in the first instance, in the schools that take part in the project and in their educational communities, or encourage inclusive reflection on inclusion, educational use of space and the relationships between both aspects.In accordance with this, we have set the following objectives: Main:Create a European framework of reference for the design of inclusive spaces in EU schools.Share good practices implemented in different countries and schools.Analyze the impact of creating inclusive spaces in education centres.Promote the dynamization of good practices seen in the work network.Facilitate cascading training on the subject worked in our field of influence.Secondary:Create a network of work with educational institutions of different stages and countriesEnhance the use of natural and sustainable resources in the design of new inclusive spaces.Encourage the use of digital tools in order to design spaces and reduce the environmental impact of our work.Use eTwinning to develop and make our project visible at European level.<< Implementation >>Our project will follow a collaborative process of joint reflection that prioritizes the sharing of analysis and constructions both at the educational centre level and among all participants, and that favors the interrelationship between theory and practical application.All activities are aimed at strengthening and promoting this collaborative work of reflection, analysis, space design and development of measurement instruments and general conclusions. Activities that will be carried out both through digital platforms such as eTwinning, in face-to-face meetings or by videoconference, and which, as the project progresses, will allow to include all members of the educational community. Together with these and with a view of boosting them, training activities are also planned in various areas related to the project: regulations and modalities of inclusion, design of the different types of space (outdoor and indoor), role of specific centres, social and labour integration... These training sessions will be carried out both by experts outside the project itself (recruited with the available budget), and through the participants themselves, since they all have some kind of outstanding experience in one of the fields under study.Meetings and face-to-face activities will also be used to know and assess the use of the spaces that are made in the schools participating in the project, as well as the changes that are being implemented.<< Results >>The main result is the establishment of a general framework that deals with the design of inclusive spaces in schools, including: - an analysis of the educational policies and modalities of inclusion in force in Europe;- proposals for improvement both at the legislative level and at the recommendation level in terms of the design of the education centres;- measuring instruments to collect data on the state of inclusion in schools; In addition to this general framework, we hope that the project will contribute to the improvement of those centres that participate in the project, so that they and their teachers can form models of good practices at local, national and European level, and contribute to the improvement of other centres through dissemination and participation in other training activities. We also hope that the project will allow to set the groundwork for an international collaboration network that goes beyond the project itself, and that progressively includes more education centres and more countries.

"""Be healthy, be fit” is a two-year project that aims to promote a healthy lifestyle among teenagers in Europe and offers schools a metodology material to be used in thein lessons or in distance teaching and learning. The program aims to foster teenagers’ competencies in implementing healthy lifestyle recommandations to thein everyday lives. The main objectives of the project are: - to raise awareness about health and healthy lifestyle. - to raise the need of sport in everyday life among young people- to give participants the opportunity to experience benefits of healthy activities and see the results on their health by themselves. - to give participants basic knowledge to ensure their involvement in environment related to health- to give participants basic knowledge about first aid and encourage them to help each other if they are hurt or in accidents During the first phase we will have 3 short-term joint staff training events and teachers will be challenged in: - Learning how to use tools to create on line tests and e-learning courses- Sharing their own worksheets, workbooks, tests and other material with teachers from all over the world - Creating and taking part in European teachers community- Trying new style of work and sharing good practise with teachers and schools that are not part of our project. - Creating meaningful teachers network in their regions - Boosting teamwork and cooperation; - Sharing experiences in the field of health both personally and professionally. During the second phase we will have 3 short-term exchanges of groups of pupils and students will use our new material, compare the new style with traditional books, tests and work and they will be encouraged to tell teachers their opinion about our product. Teachers will have enough time to go through all the ideas from their students, they will observe them working with these new material in international teams and they will improve the material to get a perfect product to be shared with all schools at the end of our project. We know well-being and healthy lifestyle is one of the main priorities for mankind. Our project fits perfectly within this category. Finally, our project encourages European cooperation among different schools, comunities, families which is very important for us."

Social and emotional learning has often been an umbrella term for a wide range of competencies from emotional intelligence to social competence to self-regulation.SEL competencies encompassthree areas:Emotional processes include understanding and labeling feelings accurately; regulating emotions and behaviors for the situation (e.g., calmly sorting through a disagreement rather than storming out of a faculty meeting when angry); taking another’s perspective, and displaying empathy.Social/interpersonal skills include understanding social cues (such as body language and tone of voice); correctly attributing the intent of others’ behaviors (e.g., understanding a student’s defiance as a desire for independence rather than a personal insult); interacting positively with students and other adults, and acting in prosocial ways (e.g., offering help and kind words).Cognitive regulation includes maintaining attention and focus; engaging working memory, inhibiting impulses that are not appropriate to the ededevelop SEL and build positive school culture have focused exclusively on students. Educators typically receive little training and support for implementation and for effectively supporting students’ social and emotional development and even less training and support for implementation for effectively supporting students’ social and emotional developmentTeachers’ SEL competencies influenced students in at least three ways:First, SEL influences the quality of teacher-student relationships.Teachers who are good at regulating their emotions are more likely to display positive affect and higher job satisfactionTeachers who are calm, positive, and content are likely to be better equipped to treat students warmly and sensitively, even when students behave in challenging ways.When students have high-quality relationships with teachers, they have better social adjustment and higher academic competenceConversely, when teachers and students have negative or conflict-fi lled relationships, students are less likely to be engaged in school and more likely to have low academic achievement.Second, teachers model SEL skills for students — intentionally or not. Teachers navigate stressful situations nearly every day, andstudents are watching. Studentsl earn from the way teachers manage frustration, maintain control of themselves and the classroom, stay focused in the face of distractions, and shift tactics when needed.They also learn from the way teachers handle students who need better SEL skills, such as when students act cruelly toward oneanother or use inappropriate language, such as “that’s so gay.” That is why teachers need to possess certain “habits of mind,”or dispositions, such as awareness, attention, fl exibility, and intentionality.It is also why one intervention program begins with activities to build school leaders’ and teachers’ SEL skills as a precursor tostudent programming Third, teachers’ SEL abilities likely influence their classroom organization and management. As every teacher knows, maintaininga calm, organized, and wellregulated environment is essential. Such environments include effective behavior management approaches as well as practices that encourage creativity, student choice and autonomy, and student reflection.To build such environments, teachers must maintain a sense of calm, be organized, feel in control of the classroom, and develop social trust with students and families who may be different from them.Our project wanted to create a culture of continuous improvement and learning for teachers and students:* Appropriately gathers information and formulates written assessments about individuals, families, groups or community situations* Able to make assessment of situation and prioritize interventions at the appropriate level and target group.* Conceptualizes and articulates the rationale and theoretical framework behind: assessment, choice of intervention strategies, techniques, and case plan implementation.* Opportunity to formulate plans & goals with groups that include cultural &/or ideological perspectives and to work with groups on the basis of mutually.* Opportunity to interview or interact groups, or staff who are from socio-cultural backgrounds different from the student.* Opportunity to communicate effectively, orally and in writing.* Evidences competence in: listening and attending; reflection and acceptance of feelings; paraphrasing and summarizing content; confrontation; recognition of strengths; incorporating cultural and/or ideological perspectives of clients, and reinforcing.Support for SEL skills must be embedded into the daily life of the school for everyone: students, teachers and staff.This is essential because SEL skills are developed in and needed for everyday interactions.

“Children learn better when they are in a safe socio-affective climate, when they relate pleasantly with parents, educators and others around them” John Bennet,UNESCO,2004.The project Happy children’s build self confidence through games and stories is mainly addressed to teachers who carry out learning activities in early education as well as children between the ages of 3 and 7 of our kindergarten.Being the largest kindergarten in Ialomita county, kindergarten of application for the Pedagogical High School in Slobozia, where the future teachers in the field of early education are trained, with a team that combines the experience of the age with the desire of professional development of the young educators, with a good collaboration with community, we want that through this project we develop personal and institutional, at the level of European standards.The project will be implemented as part of a partnership with school organizations from Italy, Spain, Turkey, Slovenia, Portugal, with significant experience in implementing Erasmus + projects.The Dumbrava Minunata kindergarten, although it has no experience in coordinating an Erasmus project, has the experience of successfully carrying out educational projects and partnerships at local/regional/international level.Following the SWOT analysis at the kindergarten level, there was a weak integration of the personal development games and of the motivational stories in the teaching-learning-evaluation activities of the teachers,in the context of the excessive access in the family environment of gadgets by children from a very early age.Early education should provide a social, cultural and physical space, safe and welcoming in which children benefit from a number of possibilities to develop their potential.The project will be based around sharing first-year practices internationally,networking and collaborating to share and provide exciting and creative learning experiences to inspire and motivate children.We aim to use this project to improve children's attitudes towards learning,well-being and creativity development through play and story,by educators.The project aims to exchange experience and best practices in tools and methods, increasing access to quality education and care of preschoolers, by adopting new tools and methods, modernizing existing ones, testing methods from one country to another.The project activities include the organization of virtual and physical meetings, as well as mobility in each country, which will facilitate the exchange of experiences and best practices between the participating organizations regarding the developments in each country regarding early education. as tools, methods and activities. applied or implemented by partners and have achieved positive results.We believe that this project will have a positive impact on all those involved, removing the barriers to learning, coping and working together and then we will use our research and experiences to disseminate the acquired knowledge,during the LLT focused on the next topic: Kindergarten makes the difference;Creativity in teaching and training and how to use games/ stories in developing children's self -confidence;The nature of early learning. Using resources (games/ stories) to inspire practice;Contexts and tools for developing self – esteem of children;Providing all our children the best start for the world of tomorrow;Emotional development in young children.Achieving the goals of this strategic partnership between schools will have an important effect on all groups involved (children, parents, teachers, the local community), because it will change the perception of the responsibility of everyone's involvement to provide a good start in the lives of children and a quality education. The project will disseminate its results by producing and distributing a good practice guide of the project, as well as testimony. In addition, a final dissemination event will be organized in Slobozia, which aims to promote the results of the project to local, regional and national authorities, agencies and organizations. All project materials will be uploaded to partner sites and social media pages, as well as to the Erasmus + project results platform.Increasing access to high quality education and care for preschoolers is a widely recognized priority in the world and also a priority of the Romanian education system, for involving children in culture, raising aspirations, building trust and improving health and well-being. Finally, the exchange of best practices with relevant authorities and organizations could lead to new approaches to respond to the specific educational needs of early education and to the design and implementation of more efficient and targeted policies, thus providing quality educational services.