According to Europe2020 early childhood education and care is one of the priorities of European education systems due to it's significant impact to further social and economical growth which is based on excellence of individuals. This excellence can be reached only by high motivation and well developed skills of learning that are learnt in preschools and developed in all other stages of education. It is also obviously that traditional education system is going through large modifications and basically priority is to satisfy needs of 21st century learner. Therefore it is important to support those learners who cannot fully be involved just in traditional learning process and due to traits of specific learning difficulties needs supplemental support in development of these learning skills. Support in pre-primary education level would provide added value to pre-primary education quality and also be significant report to needs of individualized learning differentiation in the inclusive education system. To solve these problems and develop the education service provided by pre-primary education institutions there were set 2 main goals: 1. To develop methodology for pedagogical diagnostic and pedagogical intervention solutions to solve early lac of literacy and maths competencies and other learning difficulties. 2. To develop and provide wide range of digital tools for pedagogue that can be easily implemented in educational process and provide assistance to pedagogue in learning process with children with learning difficulties. The project was implemented by 4 partners - 2 education institutions which beside of pre-primary education service provide pedagogue learning programs and 2 partners with experience in inclusive education program implementation at pre-primary education level. All partners in project represented Latvia, Lithuania, Romania and Turkey. There were used 4 main methodological approaches to reach project results:I To develop intellectual outputs of project partners carried necessary research, analysis and especially - expertise through work groups, where partners organizations staff commonly designed author program for individualized learning and tools to be usable for every pedagogue in any European country. II In learning activities through pedagogical workshops, lectures and work groups pedagogues, who were involved in creation of project intellectual outputs, were learning about special pedagogy and digitalisation and technology possibilities for decrease of impact of special needs in early learning process. III The final conference, held in Latvia, was designed to current innovations in pedagogy and project results through lectures, panel discussions and stakeholder moderated groups;IV Pedagogues masterclasses, held in every partner's country, gathered pedagogues for intensive, 2 days communicative workshop abut practical use of project intellectual outputs and results. Finally 20 preschools provide implementation of part or whole project results. During project partners developed 3 digital tools for pedagogical work:1) interactive testing tool and recommendations for pedagogue for early traits of specific and possible learning difficulties;2) early robotics program for development of motor skills and lesson plans of integrated learning for 20 lessons (age 4 to 7 years);3) 30 interactive lessons for individualized STEM learning through digital resources and raise of learning efficiency. The overall project participants - 469 persons (pedagogues, learners, partners and others).

"Pirmsskolas izglītība tiek uzskatīta par būtisku izglītības sitēmas sastāvdaļu ne tikai tāpēc, ka šajā posmā veidojas bērna pamatprasmes un pamatzināšanas, bet galvenokārt tāpēc, ka šajā posmā attīstās pirmās bērna mācīšanās prasmes, kuras bērns izmanto mācoties visu mūžu, turpinot pašizglītoties un pašattīstīties un iekļaujoties pilnvērtīgas sabiedrības sastāvā. Projekta īstenošanā apvienojās 4 partneri - Pirmsskolas izglītības iestāde ""Attīstības centrs ģimenei"" (Latvija, Rīga), Valga lasteaed Paasuke (Igaunija, Valga), Liceul Pedagogic ""Ioan Popescu"" (Rumānija, Barlad), Gaziosmanpasa Anaokulu (Turcija, Yalova). Visi partneri ir pirmsskolas izglītības iestādes, kuras meklē radošus ilgtermiņa risinājumus bērnu individuālo vajadzību apmierināšanā, atzīstot, ka bieži vien izglītības sistēma ir pielāgota visiem bērniem, taču ne vienmēr ievēro bērna unikalitāti. Lai risinātu šo izglītības sistēmas nepilnību, ļoti būtiski ir radīt pielāgotu mācību vidi un materiālus atkarībā no bērna uzveres (pareizāk sakot - no vadošā uztveres tipa, jo psihologi ir izpētījuši, ka bērnā var izpausties vairāki uztveres tipi, taču kāds vienmēr būs vadošais).Uztveres veidi psiholoģijā tiek iedalīti trīs grupās - vizuālā uztvere (labi saprot un uztver vizuālo informāciju - redze), audiālā uztvere (labi saprot informāciju, kas tiek sniegta audiālā tipa veidā - dzirde) un kinestētiskā uztvere (uztver pasauli, izmantojot garšu, smaržu, pieskārienu utt.- tauste). Lai gan uztveres veidi nav zinātniski pierādīta teorija, tā veiksmīgi risina dažādošanu un individuālās pieejas attīstību, kas balstīta uz psiholoģiskām un fiziskām vajadzībām.Neatkarīgi no partnera valsts iezīmējās būtiska tendence - pedagogi galvenokārt izmanto vizuālās informācijas nodošanas formas, kas automātiski nozīmē, ka bērni, kuru vadošais uztveres tips ir audiālais vai kinestētiskais, nevar pietiekami efektīvi iesaistīties mācību procesā. Partneri tika konstatējuši, ka līdzko pedagogs izmanto atbilstošus mācību materiālus un formu, bērna sasniegumu ievērojami uzlabojas, tādējādi bērni labāk socializējas grupās vienlaikus saglabājot un mācoties novērtēt savu specifisko uztveri kā priekšrocību, nevis trūkumu. Taču no pedagoga ikdienā tas prasa būtiski pārstrukturizēt tradicionālo pirmsskolas izglītības metodoloģiju, kas nereti ir ļoti laikietilpīgi, tāpēc projekta ietvaros tika aktualizēta diskusija pirmsskolas izglītības darbinieku un vecāku vidū par atšķirībām bērnu uztverē (vizuālā, audio un kinestētiskā), vienlaikus liekot akcentu uz to, ka precīzi izvēlēta mācību metode un materiāls katrai no vadošās uztveres īpatnībām, ir garantija veiksmīgam un produktīvam mācību procesa rezultātam. Projekta partneri, izmantojot savu pieredzi darbā ar pirmsskolas vecuma bērniem, savstarpēji sadarbojoties projekta ietvaros rada ilgtspējīgu mācību materiālu kopumu, kas izmantojams jebkurā pirmsskolas izglītības iestādē (VAK koncepts) un sniegtu pirmsskolas izglītībai pievienoto vērtību.Projekta veiksmīgai īstenošanai partneri izvirzīja trīs galvenos mērķus:1. Izstrādāt detalizētu metodoloģiju pedagogiem un atbalsta personālam, kas palīdzētu pedagogiem ikdienas darbā, nodrošinot pilnvērtīgu mācību procesu pirmsskolas bērniem, ievējojot viņu individuālās uztveres īpatnības (vienkāršiem vārdiem sakot - kā palīdzēt pedagogam pirmsskolas izglītības iestādē ""iedzīvināt"" VAK konceptu).2. Izstrādāt un nodrošināt pedagogam plašu instrumentu klāstu, kurus var viegli izmantot izglītības procesā, sagatavojot mācību materiālu (400 kartes) pedagogam Dabas zinību (matemātika (Turcija), bioloģija un anatomija (Igaunija), fizika un ķīmija (Latvija), kā arī dažādi eksperimenti dabas zinātnēs (Rumānija)) mācīšanā.3. Izstrādāt vērtīgus ieteikumus vecākiem par bērna individuālo uztveres tipu īpatnībām, un apkopot tos rokasgrāmatā.Galvenā projekta mērķa grupa ir pirmsskolas pedagogi, bērnu vecāki un , protams, arī gala rezultāta saņēmēji - pirmsskolas vecuma bērni, kuru interese par mācībām palielinās pie nosacījuma, ka mācību process ir pielāgots izdividuālajam vadošajam uztveres tipam.Visi izstrādātie materiāli ir aprobēti partneru pirmsskolas izglītības iestādēs un rezultāti vērtējami atzinīgi. Vienmēr ir izaicinājums izmēģināt ieviest izmaiņas izglītības metodoloģijā, taču izmantojot labāko no starpvalstu partneru pieredzes, esam radījuši ilgtspējīgu mācību un metodisko materiālu kopumu, kas izmantojams jebkurā pirmsskolas izglītības iestādē."

"Early education (preschool and even primary school) is significant with it's outstanding impact to learners learning skills and ability to feel good in educational system or to find solutions if necessary. The learning skills, including basic literacy and mathematical skills, are gained and developed in pre-primary and primary education. The problem of early education providers is insufficient capability to provide immediate response to this situation due to lack of experience in whole world in field of individualized learning in group. The education systems in several European countries (Latvia, Romania, Finland, etc.) are implementing education reforms and pedagogues need to find effective responses to early learners needs not to loose these kids as unmotivated learners. One of the aims of project is to change the ""centre"" of learning process from ""pedagogue in learners group"" to ""learner in learning group, where adults have supportive role"". Beyond changes of methodology or thematically approaches that can be done independently by pedagogues team in each educational institution such change demands crucial reorganization of curricula requirements into individual learning strategy in compliance with skills of learner, pedagogue and community to determine: 1) aim of learning; 2) needs in learning process 3) outcomes of learning 4) result of learning process. The main challenge in individualized or so called also ""self-guided"" learning is to provide effective learning planning and measurement and turning from summative to formative learning that may not correspond to requirements of curricula in some of age groups. The proposed project ""Individualized learning process development in pre-primary and primary education institutions"" gathers all gained knowlegde in transform organization of learning process (not content like before) into tool where every child can afford qualitative support in learning and gain the learning skills all through pre-primary and primary education. Objectives of your project1. To develop combined pre-primary and primary schools learning process management system based on learners individualized learning process organization and adpt it in 2 preschools and 2 primary schools.2. To develop knowledge and resource base for parents in participation of learners (kids) support in learning process and ability to react to learners needs in case of specific learning difficulties.The project is realized by 4 pre-primary and primary education schools (Latvia, Romania, Turkey, Poland) and 1 NGO (Turkey) in 4 countries common participation. Multiplication events (conference and masterclass) will gather total 180 of in-person participants. These participants are pedagogues with high motivation of educational process reorganization and innovative and effective approach integration in daily life and active and motivated parents whose kids are attending pre-primary or primary education institutions. The indirect effect can be measured to 300 kids who will participate in project as ""self-guided"" learners. Description of activities1. Learning activities (mobility) of partner staff to explore, combine requests of curricula and explore possible solutions (within age groups of learners) of creation of self-guided learning and individualization in learning process and community support in self-guided learning. 2. Creation of new learning process organization in preschools and primary schools based on learners needs and goals. 3. International conference allows to present and disseminate the results when the program will be adapted in all partners institutions and evaluate the benefits and gains in new learning process model. This leads also to discussion and possible further developments in model4. Training program on individualized learning approach is foreseen to provide parents with current know-how on learning differences among generations, tools and options used in learning process and necessary support handbook. Project objectives will be reached if following quality indicators / results will raise:- created individual learning process resource will be sucessfully approbated in schools, will allow to guide learner by active participation in gaining learning skills and using formative assesment as learning tool;- the training program of parents will correspond to parent competence and allow to monitor and take part in learning skills development at early age by qualitative interaction with school pedagogue;- the created manual will allow for parent to discover mostly used applications and methodologies and redesign learning process and environment of child in family to feel safe and motivated in learning process."