The aim of the Project, is making preschool education more attractive and appealing; sharing the practices which were done in a country basis to overcome school phobia; developing new methods; sharing ideas about the techniques that were used; minimizing the problems of preschool adaptation; strenghthening the cooperation of school and parents; the improvement of early age children socialization and integration at instutional development; creating a new adaptation methodology to early age children.Romania has joined the Project with 14 teachers, 1 principal, 201 children, 95 parents, actively involved (but all of them were involved through their children (402) ); France has joined the Project with 8 teachers, 1 principal, 1 school psychologist, 7 assistants, 10 parents, 200 pupils; Bulgaria has joined the Project with 13 teachers, 1 principal 50 parents, 50 pupils, Croatia has joined the Project with 8 teachers, 1 pedagogue, 1 principal, 100children, 15 parents, actively involved (but all of them were involved through their children(200) ), Turkey has joined the Project with 55 pupils, 55 parents, 1 principal, 7 teachers.In cooperation, the main coordinator Turkey, has prepared the official Project Website and Facebook group; France has created E-Twinning platforms and a Blog about the traditional games of all participating countries; Croatia has created a booklet and written an e-book with project activities and outputs; also has created the Twitter profile; Romania has prepared a brochure for Instagram profile and printed traditional game CDs; Bulgaria has created the Youtube channel; at the end of project the Bulgaria has organized an project exhibition and introduced the project outputs.Our project has reached its targets by creating the expected effect. Innovations have been attended to preschool education; many new techniques to overcome the fear of school have been discovered; new country education systems (similarities, differences) were examined. The educators who participated in the project had the opportunity to see different cultures and to have a chance to study different preschool education systems and have gained new experiences. Beautiful ties have been developed in the name of friendship among nations. The experience of kindergarten teachers has increased. Making such a project for the first time in our school has created awareness of the international project in the school teachers and students. As the language of the project agreement is English, participants' language proficiency and awareness of this language learning has increased. The project has had a positive impact on the ability of the project to use the Information Technology Tools since most of the materials and activities carried out throughout the project have been used in computers. The project participants who have different cultures and educational systems have developed new perspectives and visions. Due to the fact that it is the first project in the sense of preschool in our district, it has created a source of enthusiasm for new projects for preschool teachers thanks to disseminations and dissemination materials.

"With this project our aim is to encourage children through values-based education to start noticing dangers around us, how to prevent them, how to act out in a case of an emergency and how be more caring towards each other. In addition we would like to arise teachers and adults awareness about how to have necessary skills, tools, knowledge about preventing dangers and giving first-aid and how to pass all that to our children. The three main objectives of our project are:• Children: children learn and experience through value-based education to notice everyday life dangers around them; how to prevent dangerous situations and how to help an injured person if needed.• Teachers: teachers learn and share primary knowledge, use and create practical skills and tools to teach children to notice dangers from their everyday life, how to prevent them, how to call for help and how to give first aid if needed.• Produce: free ware first aid kit (electronic material) in 5 different languages.Regarding to this project we have a coordinating project team of 7 people from Estonia who will be in charge of running this project and partner countries such as Norway, The Republic of North Macedonia, Romania and Bulgaria. Each partner will delegate 4 employees to each transnational project meeting. All our partners have participated at least in one Strategic Partnership and one of our partners, Romania, has an experience of being a project coordinator. We feel that our partners are a good fit for this project, because they bring diverse strengths, new insights and specific competences, as described separately in the partner organization sections.This phase of filling in the project application form has shown, that all the partners are highly motivated and ready to work towards common goal. We all stand by equality, diversity and involvement - our common interest is to prepare our teachers in that sense to be innovative, brave, motivated, highly skilled and collaborative.During the project implementation phase we will have 6 transnational meetings and workshops where we will brainstorm and work out new materials (worksheets/games), come up with the situation descriptions and agree on terms of making educational videos according to the criteria we are currently implementing. During our last meeting in Tallinn, the host organization will hold a big local childrens´ event called ""Hea inimene Gala/Good person Gala"". We hope to make a great impression to our project partners and they will carry out the event in their own countries and that valuable tradition would spread all around the Europe!In between these transnational meetings we will have local project meetings to make local time-plan for implementing the work and eTwinning video meetings to make arrangements for upcoming training.This project will teach participants how to use methodology and materials, that we will work out all together. We will work towards developing high quality early childhood education and care systems and our goal is to make first aid as a part of each participants kindergartens´ curriculum. Project partners will learn how to use project knowledge and materials in their everyday learning and teaching process. We consider it to be an asset for an organisation to develop and maintain sustainable learning process what this project will certainly endorse.We also believe there is a great need to work out practical materials which our teachers and children can use in their everyday life learning/teaching process. Also it is a good material to use as a training material for staff. First aid kit will be used in organisations everyday learning and teaching process. It will be free ware to share with other kindergartens in participant countries because it will be both in english and their local languages.There will also be local project blogs in each partners´ language that will have review and latest updates about our project work for all the target groups that are interested. At the same time we will have international webpage/blog running where we will post our activities in cooperation with our partners in English. Partners will write articles in schools magazines; do a Erasmus + space presentation panel to their kindergarten; and use similar ways to make our project work as visible and approachable for public as possible. The outcomes of the project, open license first aid kit, will be directly transferable to other educational institutions on primary level; youth centers; Centers for Extra-Curricular Activities schools, even on other public and private institutions that deliver services to the public. Our intentions is intensive dissemination and wide using of our final product to maintain our projects´ sustainability."

Alone in the world was a project for teachers in which four partner institutions from Romania (coordinator), Bulgaria, North Macedonia and Turkey intended to cover at the preschool level of the education system the acute lack of information and didactic practices meant to create a welcoming environment for learning and socialization to which they have to access the children with special need at main education. As we all know, the inclusion of kids with special needs is an action in line with EU priorities that seeks to provide equal opportunities without discrimination. In each educational system we noticed the same problem: children with special needs are excluded from activities because they do not have communication skills, they are not accepted by other kids in the group, they haven`t social behaviors. Thus we realized that the kids with special needs, present in the usual classes aren't unable to work because they need a different kind of activities to be included in the specificity of the group and to use and develop their skills. The inclusion of children with special needs in regular classes is a serious problem of the each partner education system, which has led to its transformation into a complex intervention strategy. Therefore, with the help of specialists and teachers we have successfully used in teaching several innovative methods of integration and inclusion through a wide range of activities and games for with disabilities (SEN). Starting from this situation we understood that, the teachers haven`t an auxiliary with activities and games on the strategy of inclusion at preschool level of kids with special needs. One of the objectives of the project which was achieved after 2 years was to collect from all partner countries different types of games and activities inclusive for the realization of a Gaming auxiliary and activities for inclusion, that led to the integration of children with special needs in the educational act. Another objective achieved during the project was to create an inclusive environment by developing social attitudes, acceptance, information, interaction, collaboration and mutual learning of the target group of children, parents, teachers and community. By achieving this goal we managed to offer to children with SEN an inclusive environment which led to the integration in mainstream education of a larger number of kids with disabilities and preventing the early school leaving from this age. Through this project, as a long term benefits, the parents of the other children and the children in the class accepted that children with disabilities need special attention and other types of activities that take into account their special abilities, skills and needs. Participants in this project understood and became aware the need to combat all forms of discrimination. They gain a better sense of their own identification through the compassion, understanding with that of our partners promoting tolerance and accepting differences. The Gaming auxiliary and activities for inclusion it can be a educational resource for those interested. The activities are divided into monthly and we have proposed at the partnership level to choose the types of games that we want to run monthly to see their applicability in different countries and educational system. The activities of the project combine improving the life and personal skills with the learning through the games , workshops addressed to all participants( children, teachers, parents, community, specialists), Job-Shadowing activities, examples of good practices in the teaching-learning process, games with children, parents, partnerships with other institutions. There were physically 4 LTTs- each partner organized at least one-and activities which took place prior or after (preparation and dissemination) with at least 20 direct participants in each and their activity appears in the minutes of the meetings, certificates and reflexive journals which will prove the competences acquired. The long-term results are the integration of as many children with SEN in mainstream education, preventing early school leaving, improving classroom work methods of the teachers by using the Gaming Auxiliary and activities for inclusion(result of the project), increasing the prestige, visibility and desire for innovation of the partner institutions in the project. Adapting the activities to the requirements of children with improves the material and didactic basis. Also, as a long term results , the parents of children with special needs will realized that by involving in all activities they obtained a way which will help them become more easily integrated into later school life. Integrating these children into school life and in community life can make them functional adults in society in the future. Spending quality time with their children, parents will change attitude towards their own children, accepting them, encouraging them, and supporting them.