The project has been designed for students 5-10. We found out that nowadays the attention spans of students are decreasing and they have problems to manage feelings.When so much information is available at the click of a button, it can be a lot harder to capture and hold their attention, you have to pique their curiosity to encourage them to learn. We realize that students are not able to take concentration for a long time they go so fast and usually jump from a task to another without getting enough time for reflection. In some case, they are not able to manage the relationship and collaborate with pairs without conflicts.With this project we want to :-develop Emotional intelligence as the ability to read one's own inner world and that of others -increase the sophisticated development of critical thinking defined as internalized quality.-develop soft skills and ability to apply critical thinking, creativity, and collaboration,-use STEAM activities to try to apply problem-solving to daily life situations-Improve self-awareness, decision-making and collaboration skills.Due to the age of students involved we won’t go through complex topics involving abstract concepts but, using Stories and Fairy tales and well-known literature for kids, we will give the students the possibility to start critical thinking, creativity, and collaboration. Planned activities will also encourage children to express feelings and emotions in a supportive environment. Through Stories and Fairy tales we would give young children a safe way to explore the world, grapple with the conflict between good and evil and develop their self-esteem. But that’s not all. Stories also inspire curiosity, creativity and problem-solving, making them a natural fit for the STEAM (STEM + arts) and Storytelling and help students to develop soft skills. Using STEAM and Storytelling we want to develop transversal skills such as : -Collaboration: Teamwork working productively with the classmate, foreign students and this will be also for teachers working with peers and foreign peers; -Communication and interpersonal skills developing excellent communication skills. If students learn to present ideas in a logical manner and are well-received, they will have a serious advantage to manage the situation in their future life. They will learn to Speak – Listening – understanding and empathizing with others’ points-of-view; -Problem-solving: to Guide the students at thinking outside the box and have excellent critical thinking skills. These qualities are important in today’s information economy, being able to solve problems will be useful in any sector. Also Creativity and Critical thinking are basic skills: imagining new approaches to a problem and developing a systematized method to handle tasks; -Concentration and Time management: are both important in managing energy and attention to accomplish more;-Leadership: In the young age leadership means to manage the situation, It means to get a different role if it needs and guide a group in the areas they have been assign. It means to be able to work in a group without conflicts and to share successes and fails at the same level.By developing learning environments that allow students to develop skills through the use of networks, joint reflection and cooperation among European students and teachers will enhance the promotion and innovation of best practices. This project will be cross-curricular. Active learning and collaborative learning will be the main methodology. Tinkering and making will be taken up by partner schools as potentially rich intellectual activities, and as tools for broadening engagement in a variety of disciplines, including STEM (science, technology, engineering, and math), literacy, literature and the arts. Organizing educational experiences around tinkering involves a radical emphasis on the process of creating and learning, and an effort to bring skills and concepts alive in the context of children’s creative pursuits.All activities we planned, are designed in order to develop valuable skills, such as generating and testing ideas, gathering and making sense of evidence, developing possible solutions, and evaluating processes and outcomes, improving their critical thinking skills through issues which can be investigated, develop emotional intelligence and act without fear. Activities develop skills transferable across the curriculum: asking questions, playing with ideas, trying out ideas, finding out, predicting, reflecting, interpreting, linking ideas, searching for information, critical thinking, problem-solving. The project gives a meaningful context to the collaboration amongst the countries ensuring a much greater sense of achievement. and will give us the possibility to develop all mentioned soft skills above because students will be engaged all the time in collaboration not only with their own classmate but also, and more, with abroad classmate