Peace education is one of the central themes of a multicultural society. In different European countries, organizations in early childhood institutions, schools, universities and youth work promote learning spaces for non-violent conflict resolution, as the basis for social change. In its 2030 Agenda, the United Nations formulated a total of 17 goals for sustainable development. The global community, governments, civil society and the private sector are called upon to face the world's pressing challenges. The following goals are important in daycare organizations: Goal 4: Ensure inclusive, high quality education and promote lifelong learning opportunities for all.Goal 16: Promote peaceful and inclusive societies for sustainable development, give everyone access to justice and build efficient, accountable and inclusive institutions at all levels.Early childhood organizations are designed so that children are perceived as human rights defenders right from the start. The general educational mission is to strengthen the social, civic and intercultural skills of young people and ensure a sustainable, ecological and peaceful future.The goal of the consortium is for us, in transnational exchange, to get to know various concepts of peace education in early childhood in neighboring European countries and to benefit from their knowledge, knowledge, best-practive ideas, as a daycare center. Through our well-founded cooperation with political committees and universities, as well as technical schools, we want to provide peace education with far-reaching access in early childhood. Our quality management in the field of peace education should also be further expanded. In a dialogical working posture, challenges and methods of peace education should be worked out and fixed in writing. The European professional exchange enables personal encounters, collegial mutual learning and learning together. The project aims to ensure, beyond the project, a sound and professional cooperation in early childhood education at European level. With European mobility, we would like to establish sound social and personnel management, stabilize the recruitment and securing of skilled workers and create opportunities for lifelong learning for our employees. In addition to the increase in knowledge, the mobility project will be an offer of qualifications through training or further training, on which a work activity is basedcan develop at European level.

context / background / objectives of the project Due to the hectic and very rapidly changing society in the EU, we want to give the pupils and the teachers of the partner schools a unique learning opportunity to work better together, to experiment with the many facets of technology, to discover their talents. We develop as many talents as possible from everyone. All children, underprivileged, non-native speakers, migrant population and also the inclusion pupils are fully covered. We start at a very young age. Preschoolers work together with primary school students. In Belgium a lot of experience exists on teaching to above mentioned audiences and we would like to share this with other countries .We give students a broader view of European society. The pupils and teachers learn a lot from each other. We improve the quality of education by learning from and with each other. The education system needs to adapt its objectives and methodology towards promoting and encouraging skills needed to guide the pupils in in a more productive, effective and happy way towards the society. Educational institutions and families are the key factors in achieving well-balanced people who may have success in their vital objectives, learning how to solve conflicts in an effective way and definitely that they are happier and more optimistic people. This project includes a high innovation experience by creating a virtual learning environment where all participants in the project will share resources and activities. The project is composed out of two tracks: 1) The first track concerns concrete activities for the pupils of pre-primary education (assisted by pupils of the primary school) that are realized by all partner schools and that materialize in step-by-step guides and explanatory guides. 2) The second track concerns experience sharing of teachers: pre-school education teachers will share good practices during 5 joint-staff events (3 joint-staff events on 'personal and social competences' and 2 joint-staff training events on' engineering competences '). We start from the strengths of every school / country. After each training activity each school chooses at least one good practice that the teachers test in practice and provide feedback on. All acquired methods will be bundled (on the website and on ETwinning) for future re-use. An important aspect of our project is the dissemination of achieved results. The provided IT tools will allow us to network with teachers from all over Europe and interactively exchange experiences. The final aim being learning through each other, and ensure that we as a school team are better skilled to do our job and provide the best education possible for the next generations. participants: (schools from Italy, Spain, France, Iceland, Belgium) (900 pupils and 150 teachers are reached) All partners have been chosen on following topics: * a strong focus on the development of the personality of children * existing expertise on the project's themes The partnership has been established through different contacts: partners were identified on the e -Twinning website, by filtering on topic. Contacts were established with the ones who showed enthusiasm, reactivity and collaborated with innovative ideas. Three partners are new to European projects (Spain, Iceland and Italy). The coordinator (that has acquired already experience in projects at European level) will provide those with the necessary support in the organization of the project. Objectives, long term benefits and results: objectives for the teachers *teachers want to strengthen their didactic skills to help the children develop their personal and social competence and the engineering competence. *teachers learn from each other methods around the project theme that guarantee the social inclusion of all pupils in the classroom. *strengthen the quality of education to develop insight into new ways of working and tendencies etc. objectives for the pupils (3-12 years): *the children develop a strong personal competence: they discover what their talents are, confidence in their own abilities, great well-being, self-esteem, etc. *the children develop a strong social competence: they can work together within a diverse class group, they learn that everyone has strengths and weaknesses, *the children develop a strong engineering competence: they are motivated for learning about engineering / technology, they learn problem-solving thinking, etc. Results: 1) we make a bundle of the good practices that we got to know during the joint-staff training, published on e-twinning 2) the step-by-step guides: a handbook with assignments to reinforce pupils' personal, social and engineering competence through language-poor assignments that guarantee the inclusion of all pupils. 3)the website, with pictures, plans, movies of the activities, the lipdub, ... 4)games, tests that we can use every year.

Summary of the project.The current project, come out of the countries’ alarm of giving answers to student’s needs with economic deficits, social integration, family breakdown, immigration… in order to give to educational centres and families useful tools, so that, this citizenship can obtain success in all undertaken activities, using Emotional Intelligence. GENERAL OBJECTIVETo develop emotional competences in our educational communities, that in a positive way can contribute for training European citizens able to face up successfully with the tasks they can find throughout their lives. In order ot achieve this general objective, we will formulate specific objective related with activities.In the project there are six countries of the European Union (Portugal, Spain, France, Hungary, Lithuania and Greece), all countries are coordinated by CEIP Pedro Rodríguez Pérez, Murcia, Spain.The features of the school associated is similar: great number of immigrant population, economic problems that affect daily life of families, problems of broken families, living together with different ethnic with facing problems, percentage of absenteeism pupils that lead us to have problems of coexistence in class, on the other hand , low levels of consolidation of basic competences.Planned activities are addressed to different corporate with the aim of join forces to achieve common objectives: Pupils of the member countries:Activities in class designated to know and to improve emotional competences that could serve as a basis to the management of emotions and to achieve success in all undertaken activities.Tasks related with Emotional intelligence, through indicators and descriptors that ensure the achievement of basic competences.Activities with parents:At school: Tutoring sessions where we will value the achievement and we will suggest new challenges to families.At localities: training workshops for parents related with Emotional Intelligence with the collaboration of teamwork of networking with the different town halls.Teachers.Speeches video-conferences from the different countries in order to know the emocional situation of each country.On-line courses through the digital platform.All these activities will be complimented by summative, partial and final evaluations in each of the participants. (Parents, pupils and teachers)We will use an active methodology, making participants the different sectors which interfere in the development of the futures citizenship, with the aim of raise awareness about the importance of the development of the Emotional Intelligence and achieve success in our proposal. We will propound different tasks by competences during all the process, with the aim of make sure the consecution of basic competences and the evaluation. Those tasks will be presented in a generalized way, and will be the schools which contextualize it to the different levels.We will plan activities that help students to interiorize and to put into practice the contents of Emotional Intelligence.We will use the different meetings to know other cultures, and to make strong relations with other countries of Europe, we will diffuse our final products everywhere and the importance of Emotional Intelligence to be successful in all undertaken activities.We will use all the possibilities of the virtual platform with the aim of multiply the results and the effects of our project and reach to a great number of collectives.On the other hand, we suggest results addressed to different collectives (parents, teachers and pupils) in the same way as the expected impact that we hope to achieve putting into practice our project.The results will be disseminated among several means of communications addressed to different colletctives in order to achieve the sustantibility desired.