SMILE-devepment of Social, Maths and languagecompetencies with development of EmotionalInteligence

<< Background >>We created the group of institutions addressing same needs in aspect of emotional intelligence and competences.We desired 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 of teaching increase the quality of early childhood teaching by ICT tools use.We wanted apply new methods to eliminate routine activities, create tools to trigger creativity in aquiring Key Competences-Maths,Social, Environment and LanuagesWe desired 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 needed to create international cooperation by e-mails, ICT tools, meetings. We saw demotivation and early education teachers' position underrated so we wanted to increase the team-work skills both among staff and the teachers. They had to use communication competence, language and interpersonal skills<< Objectives >>-modification of the curricula and implementat 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 of teaching increase the quality of early childhood teaching.-eliminate routine activities, create tools to trigger creativity in aquiring Key Competences-Maths,Social, Environment -support acquisition of skills and key competence by enhancing their learning results and reaching success; enrich theeducational offer of the institutions by project activities building new eco-friendly space, teachers' exchange, new methodsof teaching, activating many teachers and support staff in the institution.-create international cooperation by e-mails, ICT tools, meetings .The experience shows that these type of relationship is along lasting-increase the team-work skills both among staff and the teachers-gain the skills to use information and experience by job -shadowing-increase the courage to action, develop teachers strengths and competence-equip the institutons with ICT tools and use them,-incorpore the enviromental friendly policy in the institutions-increase the quality of work in the institutions<< Implementation >>We divided project work into 4 stages during which particular competences developed. We focused on eco- Maths methods each partner organisation created 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 by organising in each institution the eco-game corner. To develop children's spacial and logical thinking skills we created common project boardgames-each parter made their own version and distributed . We equipped our institutions in ICT technologies like interactive boards, tablets and laptops to implement coding and visual intelligence and enhance teachers skills to work with ICT in early education. We developed teachers' foreign language competences by visits and courses and practical skills by creating ecofriendly space outside the institutions like gardens to teach maths. There the children cultivate, learn to manage the space use maths and spacial skills to plan the gardens, using recycled materials. Together with community we chose the plants and byinternet diaries we observed how they grow , measured and learnt responsibility for work and planet. In this way theproject became intergeneratial. The second part we devoted to social skills development with stress on emotional intelligence development. We created the project puppet , worked with children to create the stories on chosen by all teachers and specialists emotions, the stories were collected in a book, illustrated by children and translated into mother tongue and English- the books were distributed to local libraries and other local kindergardens. We created the performances on emotions, which were performed during the international meetings and recorded to create one common film. The heros were emotions and our project puppet which travelled to all countries to act as channel of communication of difficult feelings from children to adults. The third part was 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 equipped the institutions in necessary tools and exchanged ideas on how to incorporate them in sustainable way in everyday work. The fourth part was focusing on team work both teachers and children, children were involved in Skype lessons to interact with peers and take part in lessons conducted by teams of teachers. We met on regular basis online for peer-to-peer meetings teachers prepared topics and conducted lessons with peers on culture, festives or tasks- song, poem. They prepared dances, dramas or performances as means to develop social, language competences so as emotional intelligence also practiced interpreneurship skills. During all project work we exchanged cultural and traditional sets,we carried Pen-Pal cooperation of letters , cards or short movies to showhow other teachers ideas were incorporated in our institutions. We created the database of ideas which is available in the institutions websites, the project website https://www.smileerasmus.com/ and in Google Drive https://drive.google.com/drive/folders/19OQ11U02VdqoAfmV4ZfpuepRQfxyDB0B?usp=sharing and eTwinning project https://school-education.ec.europa.eu/en/etwinning/projects/smile-development-socialmaths-and-language-competences-development-emotional-intelligence-0 . All activities , materials used were recycled , used with environment care.We conducted initial researches on childrens' self-regulation in May 2022 on tools created by Polish team, we analysed them and used results- emotions to create storeis and build work with children. After 2 years we conducted comparative studies https://drive.google.com/drive/folders/1dv0UIjhSpZb7K5s-4aTuAtJjWuGEXpxx?usp=sharing and results showed big influence of project activities into parents perception of childrens' needs, improvement of teachers attention to childrens needs in aspect of emotions and engagement of staff into project activities as we evaluated the activities by surveying the teachers https://drive.google.com/file/d/1QmvowBGz9wXB6qSL_aX_HLXKeszaAvxW/view?usp=sharing . We published the research results and discussed with teachers and parents. We plan to publish our tools into methodologists sites to share our experience. We established cooperation with Galway University and Uniwersytet Ślaski w Katowicach Pedagogical unit we invited professors who checked the quality of our work. We also cooperated with Akademia Pedagogiki Specjalnej im.Marii Grzegorzewskiej in the aspect of development of teaching in multicultural environemnt and bilingualism among children due to big war migration in all partner countries. We developed teachers' skills by implementing job -shadowing,-we worked in mixed teams not only during mobilities but also online when preparing lessons and activities ,-conducted online peer-to-peer lessons with partners-we organised and had trainings https://drive.google.com/drive/folders/1b-upd4DDyrfZ1zncksxOT1kbGQlWqWx8?usp=sharing-meetings with local staff to exchange know-how - dissemination of ideas and results https://drive.google.com/drive/folders/12J7ATaNovK3aiwYH7cKRb1wy8pPRBg3p?usp=sharing- we organised language training for teachers,-arranged new eco-friendly educative space to teach Maths https://drive.google.com/drive/folders/1och1VVetkRDNqVzBVIl__K2bezpuY8tS?usp=sharingAll activities are continued.<< Results >>The results while project realization:The organizations -established international bonds- by common work, creating results, conducting research, preparing and conducting peer-to-peer meetings, woring together when job-shadowing,-modified the curricula by implementing project tasks and targets into everyday work, rearranged the learning space with innovative tools to teach -eco corners and ICT equipment and used the best methods and tools also the ones job-shadowed when visits in partner schools,-incorpored and applied environment friendly policy and new arranged eco space to teach maths and logical thinking,-worked out the tools triggering creativity based on conducted research on self- regulation https://www.smileerasmus.com/copy-of-about , https://youtu.be/l6TANRuJqHs-enriched the workshops with ICT equipment, tools and lesson plans https://drive.google.com/drive/folders/1mj6FoU1ppqQ2P4XClKHWMhnQOzv1nOBy?usp=sharing-developped skills in team work, project work, international cooperation https://youtu.be/X0OPznkSSNU,-gained prestige with international cooperation, especially among new candidates ,-increased the quality of work measured by feedback from local educative auhorities- when methodolgical meetings, audits -created eco-friendly educative space https://youtu.be/3FuVGCEz5Q4 https://drive.google.com/drive/folders/1och1VVetkRDNqVzBVIl__K2bezpuY8tS?usp=drive_link-implemented solutions to limit waste and recycle it by building tools to teach - eco garden, games, -built the image of the institution deeply caring about child's development and environment,For teachers:-got psychological knowledge (recognizing the emotional state of children and methods to help them regulate , applyingproper methods of work, individual approach to teaching) https://youtu.be/fmSX5mdDh7A https://drive.google.com/file/d/1H-R1YNOmDGotCf6YSaju9JEbFK7ybMWM/view?usp=drive_link-improved language skills, ICT use in everyday project work on new softare and equipment to realise project tasks,-got experience in work in international environment-job shadowing https://youtu.be/UTY-E2wZAQw-cooperated in mixed international teams https://youtu.be/siictFTZQPQ-know-how exchange https://youtu.be/KM6rdKUd8Lw-gained materials to enrich the workshop https://drive.google.com/drive/folders/19OQ11U02VdqoAfmV4ZfpuepRQfxyDB0B?usp=drive_link-got knowledge how to realize and manage stages of projects,-broke the communication barrier in foreign languages both among students and teachers especially while meetings. Both groups used English to communicate, broke the communication barriers and developed basic skills. The project work, the results were realized in English and mother tongues so both groups developed languageskills.- rearanged teacher's working environment to limit waste and recycle materials to create new ideas,The core results we achived-innovative and ecological teaching spaces https://drive.google.com/drive/folders/1och1VVetkRDNqVzBVIl__K2bezpuY8tS?usp=drive_link-book of emotions- written stories about emotions created by children with their drawings- to support them in talking about difficult emotions -each is supported by ideas to be used https://drive.google.com/file/d/1v7STscbWgRWNk69rGrFqiLZDzKiB2tfB/view?usp=drive_link https://drive.google.com/file/d/16U4unXpqRh2kudQ2ZQY85dsUvQvwRtD9/view?usp=drive_link- boardgames and their e-versions-developing Maths and logical thinking with some cultural apsects of each partner country https://drive.google.com/drive/folders/159izAQW8ITk-dju8G7JJ3D8G8wAtCvg-?usp=sharing https://youtube.com/shorts/LZotsJZzJVk- eco-friendly education spaces-with gardens to cultivate plants-observe , measure and conclude. The eco-friendly educative spaces is 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 with tools to apply it regular work and the conclussions- how to interpret them ,-ICT equipment in the institutions funded from management part-trained staff on languages, ICT tools, emotional intelligenece and key competence,