<< Objectives >>- Exchange of good practices, methods and experiences in the fields of social inclusion and sustainable mobility.- Raise awareness of children, parents and others about the importance of changing traffic trends.- Connect all the children involved and upgrade intercultural and intergenerational connections.- Teach children by example and through their own experience to create a safe and healthy living environment.- Presentation and exchange of good practice of inclusion.<< Implementation >>Making the project logo and a mascot,mobility weeks, recording the mode of arrival/departure to/from the kindergarten,environmentally friendly sporting event Triathlon (walking, running, cycling),cleaning the nearest forest (for active walks, running, exercise exercises),arrangement and use of the cycle path on the playground in the kindergarten,arrangement and purchase of bicycles, helmets,analysis and arrangement of the path to the kindergarten (for cycling and walking),growing plants.<< Results >>- Development of competencies of professionals in the project.- Children will become aware of the importance of changing travel trends and develop a respectful attitude towards nature.- Acquisition of knowledge in the field of project work and experiential learning.- Foreign language training.- Exchange of good practice of project work on the topic of sustainable mobility, environmental protection and on the topic of healthy lifestyle.- Acquisition of knowledge in the field of inclusion.

NO ART, NO INNOVATIONAfter we have brainstormed on the question “How can we ensure that preschool students would be creative children?” with all our partners, we reached the conclusion that we need to relate our topic with Innovation, which is an important title in the world agenda and for which many countries and organisms strive to develop strategies. In this context, all partners have done need analysis and we have determined our project topic as Innovation through Art in Preschool, which accords to our educational stage and curriculum.Our project topic is based on the items Stem, Nature, Recycling, Mathematics, Biomimicry and kneading via the question “What can be the LTT topics where we can concretely relate art and innovation?” On this basis, LTT topics were distributed in a way every country can contribute the most. In our 24-month length project, 6 LTTs will be done in Bulgaria, Latvia, Croatia, Lithuania, Serbia, and Turkey. Three teachers, who will be selected according to participant criteria from every partner country, will attend these LTTs. Each LTT will be five days.One of the EU 2020 Strategy objectives is that, in every stage of education, creativity and innovativeness including entrepreneurship are encouraged. In this context, it is important that our teachers develop activities that involve creative and innovative thinking in their in-class activities as well as their activities outside of the class. It is not sufficient to develop modern educational policies and strategies and to give place to creativity and innovation in our curricula solely but it is also needed to be professional in this field. Preschool art activities contribute to children’s design-centered thinking and to their innovative being. Therefore, we called our project “NO ART, NO INNOVATION”.Creativity is the main source of innovation (Council of EU, 2008:2). While creativity is an individual effort, innovation is related to team efforts. The capacity for creativity needs to be increased. Therefore, educational systems should ensure the development of competence by supporting creativity (ATEE, 2009: 5). At this point, schools are supposed to make them acquire skills that prepare them for the future such as creativity, innovation and entrepreneurship (Learning, and Teaching Scotland, 2007:3-6).Depending on these results and as a result of needs analyses that we and our partners did, it was revealed that teachers are required to contribute to their occupational development in art activities that develop innovative thinking.The objective of our project is to make our teachers gain occupational competence in the “innovation with art activities” in preschool, to compensate for our deficiencies by examining the work of our partners in Europe, and then to increase the capacity of our institutions by conveying this knowledge and experience to our students and institutions.We aim to transfer the knowledge and experience which are gained by enhancing the quality of our institutions and improving our teachers occupationally to our institutions, parents, other shareholders, and other schools in the same educational stage with us.With our project, we want to make art activities with the items Stem, Nature, Recycling, Mathematics, Biomimicry, and Kneading and to integrate art activities to our classes by concreting them in an innovative dimension. As a result, we aim to have students who create innovative ideas, have self-confidence, do not hesitate to ask a question, are researchers and have gained problem-solving skills. Consequently, our project matches up with the EU 2020 vision and the objectives that are included in the strategic plans of our partners.Main objectives of our project;- To draw attention to the importance of innovation in education,- To be able to design art activities that encourage to research, produce, and make an invention,- To make our teachers and children meet activities which will make them think innovation and design-oriented through art activities,- To draw attention to the importance of nature, recycling, and mathematics in art activities and their effect on innovative thinking,- To draw attention to the effect of biomimicry activities on innovative thinking and design-oriented thinking.

"Even young, children not only have a natural curiosity for STEAM, but they are also good at it! Preschool children are curious and Science encourage them on experimenting, problem solving and exploring. They are familiar with computers and Technology which are part of their life. Preschool children have so many questions and so many creative solutions, which is the main base of Engineering. Art develop children's creativity and allows children to illustrate concept they are learning. Art is a part of every childhood and helper in learning. Mathematics deals with numbers, but also with shapes and organizational skills like graphing and sorting. Children's play is intertwined with math.Partners of this project introduced each other before and had occasions to participate in e Twinning projects together, or some of us had occasion to speak with each other face to face on e Twinning conferences. All of us are preschool teachers and we concluded that STEAM should be much more included in preschool education.Children like fairy tales. They are a part of everyday learning. Fairy tales are interesting and many mysterious things happens in fairy tales. Many questions stay opened after reading fairy tales. We concluded that they can be an excellent base for STEAM activities in kindergartens. Our intention is to implement STEAM activities in our preschool institutions, to share knowledge with colleagues and enable children and preschool teachers to develop their 21st century skills.""Connection of fairy tales and STEM"" is our existed project on e Twinning platform. Until planning Erasmus project we decided to add Art, so the name of our K 229 is "" Connection of fairy tales and STEAM"". Partners are : 18th Kindergarten of Rhodes ( Greece), ""Detelina"" ( Vidin - Bulgaria ), Vrtec Dobrna ( Slovenia) and ""Nasa radost"" ( Subotica - Serbia). On our learning events participants will be preschool teachers and associates, parents,members of local Ministry of education, colleagues from other schools from our region. We will disseminate results of our project in various media, on web sites of our preschool institutions, on local and regional conferences, on actives of preschool teachers, on annual meetings of principals of preschool institutions of region. This is the way we will share our knowledge to others, who are not participants of e Twinning project. Our intention is to implement STEAM activities in our preschool institutions, to share knowledge with colleagues and enable children, preschool teachers and other participants to develop their 21st century skills:(1) Life-long learning skills(2) Interactively using different tools and resources (intellectual, cultural, linguistic, material, technical, physical, virtual )(3) Interacting with others( capacity to collaborate to face complexity, analyze demands, solve problems )(4) Interacting with the world ( multiculturalism, multi-religious, multilingual perspectives)(5) Multi-literalness(6) Transdisciplinarity: capacity to enable sophisticated solutions that integrate knowledge from multiple disciplines STEAM is relatively new for all of us but we will learn from each other and exchange good practices in order to include STEAM in our preschool institutions and kindergartens. There will also be an exchange of cultural, traditional and linguistic characteristic of countries using traditional fairy tales as the main source for introducing of differences and similarities. On our face to face LTT we will popularise STEAM method , tradition and culture of partner countries to wider audience.All partners of the project will organize public invitation for participation on LTT-s in partner countries for all preschool teachers, management and associates in their preschool institutions. Potential participants will write motivational letters in which they will write about their interests for improving of their practice, professional development plan, level of English knowledge. Members of Erasmus team and principal will choose participants who will travel according to motivational letters.Number of participants who will travel on LTT-s : Buglaria - 3, Serbia - 5, Greece - 2, Slovenia - 4 . On LTT-s we expect the next number of participants : Bulgaria - 80 , Serbia -100, Slovenia -30, Greece - 80 .Project coordinator ( Preschool institution "" Nasa radost"" from Subotica) will provide mutual communication, regular and careful implementation of planned project activities, recording and monitoring financial plan, taking care of the rational use of material resources, informing partners about activities, possible changes, producing reports, resolving mutual dispute and finding compromises.The main product of the project will be e- book ( guide for preschool teachers) "" Fairy tales and STEAM activities"". The access to this book will be available on all web sites of our preschool institutions and kindergartens, on e Twinning platform, on teacher's nets."

According to Gardner's theory of multiple intelligences, if the person is not active during learning, the information will be lost. Based on this statement, we aim to plan activities that will reveal and reinforce the types of intelligence that our students have and to create permanent learning. We are inspired by the principle that every child is special. We organize educational environment to contribute to the multifaceted development of all our students. We started a project for e-twinning on multiple intelligence. We have done some research for this project. We applied multiple intelligence theory tests to the students in our school In our school, we are conducting studies and pre-tests to explore the interests of the students. According to the results of these studies and tests, we make the necessary guidance in accordance with the consent and wish of the student. For example, for students with high rhythmic intelligence, we create opportunities to develop these areas of intelligence with the music class and rhythm workshops that we have created in our school. Our mathematics and science courses for individuals with high numerical intelligence; authoring courses for verbal intelligence-dominated individuals, and our composition and poetry contests that are held throughout the year in our school; painting workshops and design workshops for our visual intelligence students. For individuals with kinesthetic intelligence, with our courses for basketball, football, volleyball, judo, folk dances, etc., we enable individuals to perform activities.With the many oppurtunities of our school we enable our students self-actualization. Science and technology laboratory, stem class, music class, chess course, sports hall, various sports fields and with our many other opportunities we serve for this. The activities to be planned and the presentations that will be prepared over the various types of intelligence for our students and teachers will be a means to reach different types of intelligence. Project activities will provide project participants with an opportunity to learn through different types of intelligence rather than a single type of intelligence. Each country visit is planned to address different types of intelligence. Throughout the project, work on these areas will be carried out during visits that are going to be held to the following countries; at Turkey naturalist and kinesthetic intelligence, at İtaly mathematical and spatial intelligence, at Crotia. İntrapersonal and interpersonal intelligence, at Romania rhythmic intelligence and Bulgaria linguistic intelligence. Planned project activities will be implemented at the same dates in all project partner schools. For each activity there will be a responsible partner country. Each activity will be visualized and shared on e-twinning, padlet and facebook websites. At the final stage of the project, a booklet covering all activities will be prepared. Within the scope of the project, which will last twenty four months, all activities and sharings, presentations and the booklet will be in English. This will improve the language skills of our students and teachers and provide cultural integration for our refugee, immigrant and disadvantaged students in our schools. Awareness about various issues will be gained through mutual activities to be implemented in country meetings and project activities. Visits to partner countries will enable participants to learn about different cultures. On special dates such as October 5’th World Teachers Day, Recycling Week, Origami Day, World Science Day, World Environment Day, Disability Week, Mother's Day, Refugees Day, World Art Day,

The “Play and Learn… in Nature” Project aims to stimulate the development of children's potential with games and outdoor activities, allowing children to explore their full potential, acquire healthy lifestyle habits and respect Nature. In the official documents issued by the European Union and the UN, recommendations have been made for the child to have the right to a quality education, which guarantees the possibility of developing in all its domains and which promotes the child's respect for the environment, as mentioned in the Convention on the Rights of the Child, adopted by the United Nations General Assembly. These premises are reinforced in the Curricular Guidelines for Pre-School Education (2016), which recommend to educators the importance of a diversified quality learning, centered in different educational contexts, not just based on the activity room, due to the possibility develop various forms of social interaction and contact and exploration of natural materials ”, valuing contact with living beings and other elements of nature, resulting in very stimulating experiences for children, developing“ awareness of the importance of each one's role in preservation of the environment and natural resources. ” In order to further strengthen the importance of nature in the lives of children, we have been sustained by the Sustainable Development Goals (SDGs), which we have disseminated in our educational communities, and which, together, we intend to make our contribution. Although we have children who are interested in nature, like to explore, learn about plants and animals, and have, in our schools, the experience of playing outdoors, we realize that there is a need to put in place an action plan that develop environmental awareness in children and their families, As additional objectives we intend: To have more informed, trained and attentive professionals to environmental issues; involve families and local associations in a common focus, valuing learning with environmental practices; encourage staff to improve their English language communication and professional skills; share new methodologies with European partners and create own resources. For that, we brought together schools from Serbia, Slovenia, Croatia, Poland and Portugal to join forces and complete the project.