We want to improve work quality of our institutions in developing logicalthinking skills in 5-6-year-old children.Increase professional competences of teachers by supporting them with acquiring and improving skills of key competences to consolidate the early years teacher status, the support for searching of innovative teaching methods, determine the development of teacher and organization, as well.Education for 5-6 years old children is an opportunity to create the most optimal conditions for during this period of life, children have the greatest natural tendency to acquire key competences. The child's brain is ready for cognitive development, motoric, linguistic, social, including emotional development.This project will bring together participants from 3 European countries and create a network of cooperation. There is a strong possibility that, it will help to balance educational opportunities and improve children skills in all partner institutions.For the high quality of education we want to improve an organization of the logical thinking process, so as to offer all children the development of key competences at a preparatory level, for further education’s stages, in references to European Framework for teaching, with regard to Member States of the European Union (EU) and the Commission. In order to prepare children for school education, we want to find optimal ways to develop logical thinking skills, including mathematics and entrepreneurship in 5-6-years old children. This is one of the simplest way to implement the European good practices – developed solutions during trainings, by partner countries. In fact, gained methodological materials will enrich the present teacher’s workshop and the work of future teachers in the development of logical thinking in 5-6 years old children.The wide range of play will be the basic activity, taking into account the use of modern technologies and bilingualism in the learning process. The target groups are children and well-prepared teachers who are organizers, animators in the process of wide-ranging children’s development. The project will also enable organisations to develop and strengthen cooperation, ideas exchange and confrontation, practices and methods at international level, where we will combine experience with modernity. The presented good practices will be adopted in a partnership community and will be a part of the strategic development, to become European institutions that are capable of cooperation with countries of different cultures.We assume that every year: 1. 5-6 years old children will easily and pleasantly develop logical skills.2. children and teachers will cooperate at different levels with the European institutions without linguistic and cultural barriers, consequently, by using technologies such as Face Times-WhatsApp and Skype, they will get in touch with their peers and break the distance barrier among countries, in the way of playing games.3. personal development of teachers become, including intercultural competences: the cooperation, the openness to other cultures, a tolerance and respect for human knowledge of the host countries in terms of training, communication and interpersonal skills, as well as language and professional competences.4. dissemination of results will improve the image of teachers and institutions as open to change, finally, in the case of having Europass certificates, the high degree of teacher’s preparation will be confirm.5. organisations will recommend best practice across European operations by enabling teachers to take part in Job Shadowing training in their future Erasmus+ projects of KA1.6. our institutions become popular during the recruitment process, which provide workplaces. Experiences in the implementation of the project tasks will allow to obtain answers to the main problem contained in the question: Do knowledge, skills and experience conduce to improve on the work quality of institutions, in terms of logical thinking development in 5-6 years old children.In the process of project, dissemination activities will be complementary to the essential project activities. Communication with target groups will provide valuable feedback in order to the review of created activities.The most intensive phase of activities dissamination will be tasks accomplishment after the completion of the project: -final evaluation; -implementing actions to increase the permanence of results; -development of ideas for further cooperation. In addition, we know that the project will have an impact on: social development and abilities of participants, ability to communicate and resourcefulness, entrepreneurship, creativity, increased children and teachers self-esteem.

"The project called ""Education Material, Planning, Strategy and Tools for CLIL Education"" was designed after the current analysis of needs at partners schools - which all have integrated language learning/teaching as a priority in its school strategy. The involved partners from Slovakia, Czech Republic, Lithuania, Spain and Turkey planned to implement interdisciplinary approaches towards traditional education at pre-primary, primary and lower-secondary schools in accordance with Strategic framework for education and training, involving innovation and creativity at initial phase of children education. The main goal of the Project was to develop basic and transversal foreign language skills into its practical implementation, eliminating „borders“ between individual school subjects. Proposed method of its realization was the application of content and discrete subject language learning as well as CLIL method at pre-primary, primary and lower-secondary school levels. We intended to fight against educational problems at pre-primary, primary and lower-secondary level education by using creative, innovative and effective methods and to develop and learn from other effective methods of school management and individual school departments. The project also counted with involving the issues of pedagogy and methodology for children with special needs into project activities, mainly migrants, Roma children, students with different origins, people with special educational needs in order to create a space for their development and self-realization. Since there is a great lack of systematic approach into the continuous teaching/learning process via CLIL method - with its own Education Material, Planning, Strategy and Tools in given countries and there is not approved, tested or validated system of CLIL teaching/learning which would give all these focused areas in one - from the pre-primary level through primary up to lower secondary one, the partner countries intended to prepare Education Material, Planning, Strategy and Tools for CLIL Education.Therefore we planned to prepare systematic and continuous Education Material, Planning, Strategy and Tools from the pre-primary level through primary up to lower secondary one, to test them and make sets of didactic/methodological tools for teachers - to develop their competences to use the CLIL method and thus to develop pupils´ basic foreign language skills since early learning process up to lower secondary level. According to its testings and analyses, we have altered education plans and curricula at the partner schools - in order to use them and to disseminate our knowledge/material/strategy/tools/planning to other schools, institutions, teacher training institutes/centres, universities, etc. for further usage and application.The priority was chosen after the thoughtful debates and discussions with the involved partners - considering their most urgent and important needs in order to spread the professional range of knowledge and information within the teaching subjects in order to become higher level professional in their area, to improve foreign language knowledge in own subject (as we intend to teach via CLIL method in future as bilingual sections or schools) to widen teachers´ competences within this method and to involve multiligualizm into teaching/learning process in order to have open approach for foreign language information/research/partnership/experience exchange, to prepare teachers for changes, alterations in this society full of changes, varieties, and fast-running development in order to be able to prepare their pupils for fast-developing society full of information and to become flexible creative and innovative, to higher the quality of teaching via creative methods, forms of teaching and by using principles of non-formal education into formal educational process in order to make it more attractive, interesting and memorable, to foster teachers´ personal development in order to avoid so called ""professional burning syndrome"", to obtain better quality results of teaching/learning in order to make it more attractive, interesting and memorable, in order to make the school of higher quality thus making the society of higher quality as well.There were involved teachers of foreign languages and of discrete school subjects, including school management teams and the direct project facilitators were definitely the pupils of pre-primary, primary and lower secondary education. Altogether 100 teachers of foreign language and various discrete school subjects (Arts, History, Maths, Geography, Music, PE, Ecology, Science, etc.)/headteachers (representing and guaranteeing school management issues) have participated at short-term learning/teaching/training activities or transnational meetings, including hundreds of involved pupils at the age of 5-15 in the partner countries."

Linguists suggest that foreign language education at preschool not only develops intelligence andcapacity to understand in the mother tongue, but also makes problem solving and critical thinkingabilities stronger. It is also scientifically proven that multilingualism, among many others, developscreativity, open-mindedness, flexibility, cognitive abilities, communication and confidence. Inaddition, being exposed to different cultures at early ages is proven to have beneficial effects later in life in terms of flexibility, better global citizenship and accepting differences.The project Childhood of Collaborative Language Teaching (CHOCOLATE) has arisen from these facts. We, as a group of partners have seen that, developing a multilingual and multicultural environment in our schools is a necessity in order to ensure that our very young students become better European citizens in the future with stronger key competences and start their primary education better-equipped.The project activities, covering not only the preschool pupils but also teachers and families are going to be far-reaching. The target language is going to be integrated into the school through all kinds of activities. Our methods will be based on the daily lives of our students and we will teach foreign languages through cultural games, music, art, drama and ICT. Teachers are going to get foreign language education and will improve themselves. Parents are going to be involved by participating in activities such as the organized contests and informatory meetings. The institutions will become more international and they will be equipped with better competences and better teaching quality.We expect our pupils to get knowledge about other languages, lifestyles and cultures, to use what they have learnt on a certain level in related activities, to have a more extended vision particularly on their way to being a global citizen, to be more self-confident and tolerant to differences.The project has 6 preschool partners from 6 different countries in different parts of Europe. This wide geographical scope will provide us to exchange good practices and very different opinions about the project topic. There will be 4 LTT activities which will be aimed at developing teacher competences and preparing lesson plans and sharing our practices.The main results, in addition to the attainments our students, teachers and institutions will get, will be the lessons plans and the e-book which will be open learning resources. We expect a minimum of 5000 people to benefit from our activities.The project, both in short and long term, is going to avail children, teachers and all other participants to gain knowledge about foreign languages and correspondingly other cultures and lifestyles, to be more coherent and compatible, to focus on the human values by accepting all kinds of differences.We aim to make all our students to love learning languages and cultures as much as they love CHOCOLATE.