Early childhood education and pre-school education have a positive influence on children’s development. Young children are ready to learn, but their early experiences are crucial in facilitating their learning. Preschool education can produce substantial gains in children's learning and development. The researches show us that the more time children spend in pre-school, the better their performance in primary school. Recent evidence based on PISA survey shows that in 58 of 65 countries, 15 year old students who had attended at least a year of pre-primary school outperformed students who had not. Behind the success of the first 10 countries of PISA results is in the importance of pre-school education, and creative thinking skills lie behind particularly in the areas of mathematics and science at a young age.The aim of this project is to create a basement about pre-school education in terms of learning outputs of students, common guidance and councelling system, common content of parents' education in Europe. To take the attentions to the need of unity in Europe about pre-school education and to create common e-tools for pre-school education this project was carried out transnationally. The project partners are Romania, Bulgaria, Slovakia and Turkey with their associated partners in local. In the scope of this project an educational online platform was created which provides access to the pre-school teachers, headmasters and inspectors in order to follow the learning outcomes of pre-school students and self check-list for pre-school teachers. E-tool development activities was designed and carried out by coordinator and partners with relevant expertise in the area. Pre-school outputs was uploaded on this platform. Coordinators of each country created director accounts and schools, the directors created teachers' accounts and the classrooms, the teachers created the students and parents' accounts to follow developments of pre-school children.The other problem that we addressed with our project is inspection in pre-school. The inspection is generally done by the headmasters of the kindergarden. Another type of inspection is done by the inspectors of the ministry or by the local or regional authority depending on the country. On many occasions the staff making this inspection is not a pre-school teacher, so they cannot be efficient in the inspecting; that's why we found ideal ways of efficient inspection systems and share the experiences how efficient inspection model should be.When we consider the awareness of pre-school, we can find out that many parents aren’t still aware that pre-school is the most important phase of the educational life of their children. Therefore, we have to inform the public about the importance of pre-school. However, there are not enough campaigns to introduce pre-school to the public. There is not a unity in Europe about the content of parents education about pre-school.Guidance for students and parents are also one of the important issues to be addressed in pre-school. There are not much information about guidance for students and parents, so we developed models about this topic. With this project we compared the applications of guidance in pre-school and introduce good models.The outputs of the projects are e-tool, booklet, seminars, e-twinning space, workshop and reports, 'Raising Awareness Demonstration' of students for the public, exhibition, dissemination meetings. This project is believed to have had a positive and long-lasting effects on the participating organisations, and this project resulted in the development, transfer and implementation of innovative practices at organisational, local, regional, national and European levels. This project produced an innovative approach to addressing target groups, by providing ICT-based methodology for the participating organisations and other organizations all over Europe. The partners of the project have improved their capacity of implementing an EU project and increased the quality in the preparation, implementation, monitoring and follow-up of EU projects. The organizations increased their capacity and professionalism to work at EU/international level and improved their management competences and internationalisation strategies. The basis was constructed to provide a unity of common pre-school education around Europe. The cooperation capacity increased between European organizations. Seminars for teachers and parents were organized, the awareness of the public about early childhood education and care was increased. The teachers and the inspectors of the regions improved their knowledge.