Kompetenciák Utak Lehetőségek nemzetközi Csapatmunkában

In today's rapidly changing world, sustainability and digitization are the two most defining directions and trends influencing our future. Negative changes in the natural environment require appropriate social reactions and changes. In the kindergarten we have to take the first steps on the new paths to start our children towards the future with such competences and attitudes that they should have in this dynamically developing world. On the other hand, we wanted to continue and maintain the results of our previous Erasmus Life program, but at the same time, we also wanted to meet generational wishes by incorporating digital tools. We targeted real needs, as our previous experiences proved that active engagement with environmental protection and the involvement of families in the programs initiated a change in attitude. With new topics, experiments, observations, and science programs, we approached the needs of the participants with our goals. The integration of digital pedagogic methods and ICT tools into educational work still holds many questions and opportunities for development. By presenting our own good practices, we drew attention to the creative use of ICT tools and quality education.

On the grounds of sustainable developmental objectives, our goal is to establish an active, activity-based programme, by which our children will become citizens able to think and act more critically, eager to do for our viable world. Through knowledge and experience, they acquire new skills and attitudes that help them deal with changes and adapt. We used digital tools and techniques to understand environmental problems and to change our approach more effectively. Our aim was to develop the digital culture of teachers, children and parents, to compensate for the unfavorable socio-cultural environment. With diverse programs, experiences, and projects, we wanted to develop children's basic skills and key competencies, and provide the opportunity for permanent, informal learning. The learning and training activities organized for teachers served to transfer knowledge and enrich methodological culture. The methodological publication created as a result of the program provides teachers with adaptable exercises to help them learn about and innovatively apply digital pedagogical methods that support the pedagogy of sustainability.

In the two-year project, we implemented joint project activities with children, teachers, and parents in accordance by the work plans in each of our international partnerships. We dealt with climate protection, renewable energies, recycling, responsible consumption, biodiversity, clean water, quality education, and sustainable communities. We observed weather and traffic patterns. We carried out measurements, created statistics, a joy-sadness map and evaluated them. All the experiments in the laboratory and scientific investigations for children, joint presentations with parents helped direct experience and sensitization. We organized international partner meetings two times according to the planned contents: project-related organizational tasks, implementation, evaluation, results, dissemination, editing of a methodological publication, project opening and closing conference, and partnership cooperation. During these, we organized learning and training activities at various international locations for teachers from partner institutions and invited guests. Touching on the topics that are the focus of our KEY program, emphatically building on the additional knowledge, capabilities and possibilities of the organizing institution.

The activities and colorful programs based around sustainable development goals contributed to shaping attitudes and social responsibility. The activities and experiences supported the development of cognitive abilities, increased creativity, helped compensate for disadvantages, nurture talent. The development of digital competence was easily measurable among the participants. The use of digital tools was integrated into the pedagogical work more consciously, bravely, and versatilely. The institutional organization developed, the teachers' professional work and methodological culture were renewed, the reputation and prestige of the institutions strengthened. Thanks to the participants, the institutional relations were expanded, and our cooperation with the Hungarian-speaking communities living in the diaspora was strengthened. Tangible results were also produced, which well present the development of competences and permanent learning. We made calendars, a fabulous cookbook, a methodological publication entitled KEY to a sustainable future - Smart content, smart tools in kindergarten. We edited a program booklet, which offers the possibility of adaptation, we made films and presentations for dissemination and knowledge sharing.