"This project “healthy, active lifestyle” (HEAL) aims to increase the well-being of all people connected to the project - pupils, school staff, parents, and local communities. The main goal is to raise positive attitudes towards healthy lifestyle, and to help the participants to grow into well-being European citizens. The idea for the project started when the partner schools stated a mutual concern about the decreasing well-being of the pupils. The problems in well-being include various aspects, such as poor eating habits, lack of exercising, issues in mental health, and lack of sleeping. Many of these problems are also linked to today's more challenging and overloading way of life. All partner schools had already started to work with the issues, but the hardest task seemed to be to change the attitudes towards well-being, both at school and at home. Therefore, the participants want to work together and create mutual, good practices and tools they can share with all the participating communities. The project group decided to divide the project into four main themes 1) balanced nutrition, 2) physical well-being, 3) mental well-being, and 4) overall well-being which combines all the themes. The two-year-project is divided into periods between the themes:- Autumn 2019: overall well-being - Spring 2020: physical well-being- Autumn 2020: balanced, healthy nutrition - Spring 2021: mental well-being - Autumn 2021: overall well-being Each theme will be in main role for a longer period of time, and one partner school at time will be leading the activities concerning the theme, including the LTTs in the leading organisation. The project includes versatile activities, such as surveys, workshops, practical training, videos, diaries, projects on eTwinning, guests and visits, individual projects concerning personal well-being, collaboration with homes, local communities and other organisations. A well-being survey will be conducted in the beginning of the project to find out the current state of well-being. Both pupils and homes will take part in the survey. The results will guide the planning of the activities, in order to concentrate on the main concerns. The same survey will be conducted again in the end of the project. This will give us concrete results of how the well-being of the participants has improved during the project. It will also motivate the participants to maintain the healthy lifestyle. The good practices will be part of the everyday life both at schools and at homes. The main objective of our project is ""Supporting individuals in acquiring and developing basic skills and key competences"". The project aims to show and teach the participants skills of how to improve their overall well-being in long-term. During the project the participants will acquire and develop following competences: - Language skills and cultural awareness- Social and civic competences: the participants will learn to work with people from different backgrounds. - Learn to learn: project will develop the participants' learning and working skills, as it offers the participants both individual and collaborative learning activities. - Digital competence: the participants will use different technological devises and communication channels (f.ex. eTwinning, websites, YouTube) during the project. The pupils are taught how information flow through media affects their well-being, and how to handle it critically.- Creativity and innovativity.There are six participating organisations (Finland, Lithuania, Spain, Portugal, Italy, Turkey), with about 4,800 pupils and 480 workers. All pupils and workers will participate in the project and activities locally. Three to four pupils from the age group 7-13 years, and two teachers from each country will take part in all LTTs. Altogether, about 100 pupils and several teachers will have the opportunity to visit the participating organisations. The pupils who join the LTTs should be eager to learn new skills and to share their experiences, as their main task is work as ""well-being ambassadors"" at their home schools. These ambassadors will disseminate the good practices on local and national level after each mobility. All pupils in participating schools will design together a ""Handbook of well-being"" which includes chapters for each of the project's main themes. The good practices and everyday tools will be collected in the handbook which ensure the easy usage of the produced learning material also in the future. The result and impact of the project will be an improved well-being of the participants and a change in their attitudes towards healthy lifestyle.They will have the tools of how to make good choices and stay healthy also after the project. The benefits may also be seen among the future generations when the good practices will spread from pupil to pupil, and therefore the project will improve the well-being of the participating communities in a long term."

<< Background >>We created the group of institutions addressing the same needs defined in previous sections as the project objectives.We analysed the demands among the teachers and teaching staff in our organisations to self development and need to increase the quality of work first of all by establishing international cooperation with possiblity of job-shadowing.We desire to implement sustained modification of curricula and implement in them the activities basing on the needs of children learning in variuos cultural background, developing foreign languages skills and by introducing new methods and strategies ofteaching increase the quality of early childhood teaching by ICT tools use. The need to eliminate routine activities, create tools to trigger creativity in aquiring Key Competences-Maths,Social, Environment andLanuagesWe desire to support acquisition of skills and key competence by enhancing childrens' learning results and reaching success; enrich the educational offer of the institutions by project activities building new eco-friendly space, teachers' exchange, new methods of teaching, activating many teachers and support staff in the institution.We need to create international cooperation by e-mails, ICT tools, meetings .The experience shows that these type of relationship is a long lasting We see demotivation and early education teachers' position underrated so we want increase the team-work skills both among staff and the teachers. They will have to use communication competence, language and interpersonal skills. The teachers will have a chance to work in the international environment, share experience and practice language skills.They will create stages of project and join it in one ventures.We wish to start intercultural cooperation to select information from organizations' expertise and process them by realizing one task,We desire gaining the skills to use information and experience by job -shadowingBy funding we need to equip the institutons with ICT tools and use them, incorpore the enviromental friendly policy in the institutions- use solutions and ideas to limit waste , create the eco-space used in education processThe results while project realization:Teachers need to :-get psychological knowledge (recognizing the emotional state of children and methods to help them regulate , applying proper methods of work, individual approach to teaching),-organise the educative eco-friendly space basing on the experience of other institutions,- increase the team work in the institution,-develop teachers and teaching staff skills of management the project and its stages,-improve language skills, ICT use in everyday project work on new softare and equipment to realise project tasks,-experience in work in international environment-job shadowing,-cooperate in mixed international teams,-know-how exchange, strenghten the position of early education teacher,-gain materials to enrich the workshop, knowledge how to realize and manage stages of projects,-break the communication barrier in foreign languages both among students and teachers especially whilemeetings. Both groups will use English to communicate, will break the communication barriers and develop basicskills. The project work, the results will be realized in English and mother tongues so both groups will developlanguage skills.- rearrange their working environmet to limit waste and recycle materials to create new ideas,<< Objectives >>By means of international cooperation supported by funding we want to achieve the following:-increase the possition of early education teachers by high quality of teaching methods and toools applied,- enrich the institutions by new tools -ICT equipment to teach in early eduaction,-modify the curricula by partners methods and approaches to teaching in aspect of key competences, emotional intelligence and eco-friendly solutions in the isnstitutions and space,-point to the role of support staff in early education by involvement in the project realisation, increase their motivation and self-development,-increase the role of the institution in the towns and its prestige, quality of work by international cooperation, By realisation of the project internationally we want to achieve:1/modification of the curricula and implementat in them the activities basing on the needs of children learning in variuoscultural background, developing foreign languages skills and by introducing new methods and strategies ofteaching increase the quality of early childhood teaching. 2/eliminate routine activities, create tools to trigger creativity in aquiring Key Competences-Maths,Social, Environment andLanuages3/support acquisition of skills and key competence by enhancing their learning results and reaching success; enrich the educational offer of the institutions by project activities building new eco-friendly space, teachers' exchange, new methods of teaching, activating many teachers and support staff in the institution.3/create international cooperation by e-mails, ICT tools, meetings .The experience shows that these type of relationship is a long lasting 4/increase the team-work skills both among staff and the teachers. They will have to use communication competence, language and interpersonal skills. The teachers will have a chance to work in the international environment, share experience and practice language skills.They will create stages of project and join it in oneventures.5/intercultural cooperation to select information from organizations' expertise and process them by realizing one task,6/gaining the skills to use information and experience by job -shadowing7/increase the courage to action, develop teachers strengths and competence.8/equip the institutons with ICT tools and use them,9/incorpore the enviromental friendly policy in the institutions- use solutions and ideas to limit waste , create the eco-space used in education process10/ create sustainable tools to work- materials-book of emotions, eco-firendly educative space,puppet to talk about emotions with children, 11/ increase language skills among staff,12/ increase the motivation of participation in the project work , international projects and cooperation,13/ increase the prestige and position of early education teacher and education,14/ increase the quality of work in the institutions15/ support the staff with trainings on tailored topics and issues16/ enrich the institutions in new tools to work with on regulat basis.<< Implementation >>Planned actions and activities are incorporated in the development of particular areas of curricula with strong emphasis on Emotional intelligence and key competences:Maths, Social , Environment and language ones. To increase the early childhood teaching quality we intend to learn about other systems of education from partners and by attending during mobilities the lessons, join in the mixed international teams to try diverse and innovative methods of teaching. We wish to participate in job-shadowing as this activity gives the biggest bunch of knowledge, practice and self-development. At the same time hosting partners from other countries is prestigous for the institution, gives opportunity for all staff to meet teachers and teaching staff from other countries.The actions will mainly take part in the organisations and by means of communication and common action plan will give the results.The project will be divided into 4 parts, during which particular competences will be developed. We will focus on eco- Maths methods each partner organisation will create the bunch of methods with reorganisation of teaching and learning space to implement innovative based on experiencing methods- in the playgrounds and kindergarten gadrens, with strong emphasis on logical thinking :eg. organising in each institution the eco-game corner. To develop children's spacial and logical thinking skills we will create common project board games. We desire to equip our institutions in ICT technologies like interactive screens to implement coding and visual intelligence. We desire to develop language and practical skills by designing eco-friendly space outside the institutions like gardens. There the children will cultivate, learn to manage the space use maths andspacial skills to plan the gardens, using recycled materials. Together with community they will choose the plants and by internet diaries will observe how they grow , measure and learn responsibility for their work and planet. In this way the project becomes intergeneratial. The second part will be devoted to social skills developmentwith stress on emotional intelligence development. We will create the project puppet , work with children to create the stories on chosen by all teachers and specialists emotions, the stories will becollected in a book, illustrated by children and translated into mother tongue and English. We will create the performance on the same emotions, which will be performed during the international meetings and recorded to create one common film. The heros will be emotions and our project puppet which will travel to all countries. Thethird part will be practical extending teachers skills on ICT use in everyday work with early education children, work with partners focusing on safe use of technologies. The partners will equip the institutions in necessary tools and exchange ideas on how to incorporate them in sustainable way in everyday work. The fourth part will be focusing on team work both teachers and children, children will be involved in Skype lessons to interact with peers and take part in lessons conducted by teams of teachers. They will prepare dances, dramas or performances as means to develop social, language competences so as emotional intelligence.During all project work there willbe exchange of cultural and traditional sets,we will carry on Pen-Pal cooperation of letters , cards or short movies to show how other teachers ideas are incorporated in our institutions. We will create the database of ideas which will be available in theinstitutions websites, the project website and in Google Drive. All activities , materials used will be recycled , used with environment care.Apart formwork in the institution we will -implement job -shadow,-work in mixed teams-trainings-in host partner on topic of the meeting,-meetings with local staff to exchange know-how,-language training for teachers,-arrange new eco-friendly educative space to teach Maths<< Results >>The results while project realization:The organizations will:-establish international bonds,-modify the curricula and use the best methods and tools,-incorpore and apply environemnt friendly policy and new arranged eco space,-rearrange the learning space with innovative tools to teach,-work out the tools triggering creativity,-enrich the workshops with ICT equipment, tools and lesson plans ,-develop skills in team work, project work, international cooperation,-gain prestige with international cooperation, especially among new candidates ,-increase the quality of work,-create eco-friendly educative space,-implement solutions to limit waste and recycle it,-build the image of the institution deeply caring about child's development and environment,For teachers:-get psychological knowledge (recognizing the emotional state of children and methods to help them regulate , applying proper methods of work, individual approach to teaching)-improving language skills, ICT use in everyday project work on new softare and equipment to realise project tasks,-experience in work in international environment-job shadowing,-cooperation in mixed international teams,-know-how exchange,-gain materials to enrich the workshop,-knowledge how to realize and manage stages of projects,-break the communication barrier in foreign languages both among students and teachers especially whilemeetings. Both groups will use English to communicate, will break the communication barriers and develop basicskills. The project work, the results will be realized in English and mother tongues so both groups will develop language skills.- rearange theiacher's working environmet to limit waste and recycle materials to create new ideas,The core results-innovative and ecological teaching spaces, -book of emotions- written stories about emotions created by children with their drawings- to support them in talking about difficult emotions,- board games and their e-versions- each country makes their own version developing Maths and logical thinking with some cultural apsects of each partner country,- eco-friendly education spaces-with gardens to cultivate plants-observe , measure and conclude. The eco-friendly educative spaces will be also equipped with games-pavement games, educative play-elements as sustainable tools to teach maths and logical thinking outdoors, -adapted curricula- by project activities and tasks and new innovative tools to work with early education children,-change in the working styles of teachers and high multicultural quality education, -CDs and DVDs with childrens activities supported by activities and ideas quality checked and tried out in mixed international teams,-data base with all activities , --research on self-regulation and the conclussions,-ICT equipment in the institutions funded from management part-trained staff on languages, ICT tools, emotional intelligenece and key competence,