Supportive Multicultural Inclusive Learning Environment for early childhood education

The top objective that we wanted to achieve was inclusion and diversity in our school communities. Develop our professional skills of teachers ithrough the promotion of European values: active cit...

The top objective that we wanted to achieve was inclusion and diversity in our school communities. Develop our professional skills of teachers ithrough the promotion of European values: active citizenship, freedom, tolerance, non-discrimination, interculturality in order to respond adequately to the diverse needs of children. The acquisition of innovative and active inclusive strategies , the participation of teachers in the exchange of good practices including observing job shadowing lessons, face-to-face and virtual meetings. Increasing the level of education of children in responding positively to the challenge of diversity and promoting a tolerant attitude, acceptance for adaptation and successful integration into school and social life, reducing school dropout. Increase involvement of children in activities to promote European values: citizenship, freedom, tolerance of non-discrimination, interculturality; Uplift of the emotional state of the children and change of negative behaviors in positive ones Enrich the inclusive pedagogical approaches of schools and increase the quality of the educational act by developing a child-centered education, by adapting the curriculum to the current needs of the child and their families.

All partners organized and carried out the project activities per month, participated in mobility activities, organised training, monitoring activities - evaluating the impact of the project and achieving the objectives during and after the implementation of the project; - disseminated the partnership in their institutions, in the local community; - prepared all together the final report of the project - Each school got involved in disseminating the final products to the local media, press sites, newspapers - all partners had equal responsibilities and shared the work in order to make progress. - There was efficient and timely communication with all partners. The division of tasks ensured that everyone actively participated and that the project contributed and left its mark on the educational communities. Through many platforms, like zoom, webex we met, disseminated and communicated. Communication and cooperation, document sharing and information between partners implemented through the eTwinning platform, Facebook, WhatsAp. We created ebooks about using music, democratic procedures, volunteering actions in inclusive activities. We intend to use the Facebook page to share the activities and results of the project in the future.

The students took place in inclusive activities and understood in practice that all children no matter can be part of a team. Teachers acquired knowledge, skills and competences that they integrated in daily teaching, becoming sustainable and transferable in curricular and extracurricular contexts, applied the knowledge, skills and competencies formed and after the conclusion of the partnership in future activities. They created ebooks, presentations, videos with new inclusive educational contexts, active and inclusive innovative strategies developed in the project, improved collaboration skills team spirit, language skills, ICT skills, communication skills, enriched their knowledge related to different educational systems, showed greater openness and receptivity to different cultures and lifestyles. The schools improved the quality of the educational process by acquisition of new innovative strategies, inclusive assets, through the exchange of good practices, new educational models working with children and parents, activating teaching and learning, modernizing general inclusive school teaching and approach, ensuring an interactive educational environment and a modern educational process through use of we