Methodological guide 9 by erasmusfamiliesandschools

METHODOLOGICAL GUIDE FOR TEACHERS

ACTIVITIES CARRIED BY FAMILIES THE FAMILY AS AN EDUCATION AGENT IN INCLUSIVE SCHOOLS

CONTENTS Prologue Reports: 1. An electrical experience 2. Aquarium 3. Biodanze 4. Braille 5. Building up feeding boxes for birds 6. Carnival. A tradition that is passed between generations 7. Carnival celebration in family surroundings 8. Chemistry 9. Chess educational workshop 10. Children and parents playing together 11. Cooperation with the emergency service 112 12. Creating materials for the classroom 13. Dance and music from Cameroom 14. Debate and education encounters 15. Dental and oral health workshop 16. Didactic games 17. Dinosaurs 18. Discovering plastic materials 19. Dogs in the park and our behaviour 20. Electronic magnifier 21. Experience with new technologies 22. Family pasta workshop 23. Forest for discovery 24. Fun Olympics 25. Health recommendations for children aged 0 to 2 26. Heuristic play with washing up bowls 27. Kalnik. Parents and children spending time in nature 28. Landscape Vallecas 29. Library 30. Light table workshop 31. Live music days 32. Making puppets 33. Making recycled paper 34. Making strechers for recycled paper 35. Mathematics for life 36. Maths as a game 37. Microscope 38. Multisensory spaces 39. Museum. Visiting an interacive exhibition â&#x20AC;&#x153;Elektro Baroqueâ&#x20AC;? 40. Music - Rainfall improvisation

41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78.

Music workshop My favourite animal is… Night of Books Origami Our teeth Pako y Paka interpret to Mozart and Verdi Pilates workshop Planting plants for birds in the park Platero’s Universe Plitvice lakes. A trip to the National Park Plitvice Lakess Poetry is adrift Portraits workshop Potok Sumi excursion Reading outdoors School yard and garden Second mountain trip – Medvednica Sing language Sitting in Cindy’s chair Skiful hans thorugh generations Solar power toys Sound art at school Spanish and flamenco Swamp insects The world of the ants Traditional games (Spain) Traditional games (Croatia) Travelogue. India Umbra-L Vallecas (re)counts Visit to enthomological museum Visit to police station Visit to the school and arborteum “Opeka” Weaving together Welcome meeting What a big mouth your have! Wool World snake day Yoga

Notes: Lines of action, goals and competences

Every activity report include a link to be downloaded and printed under Creative Commons Attribution-NonCommercial 4.0 International License

TUTORIAL FOR TEACHERS S.E.L.F. (Sharing Education and Learning with Families). A challenge for 21st-century schools Compartiendo Educación y Aprendizajes con las Familias. Un desafío para las escuelas del siglo XXI 1. EUROPEAN FRAMEWORK: “Education and Training 2020” (ET 2020) is a new strategic framework for European cooperation in education and training that builds on its predecessor, the “Education and Training 2010” (ET 2010) work programme. It provides four common strategic objectives for Member States, including a set of principles for achieving these objectives, as well as common working methods with priority areas for each periodic work cycle. These four strategic objectives provide a European framework for the SELF Project (Sharing Education and Learning with Families). Here we highlight what we consider the main references for each of them within our particular project. •

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Making lifelong learning and mobility a reality: progress is needed in the implementation of lifelong learning strategies, the development of national qualifications frameworks linked to the European Qualifications Framework, and the Mobility must be extended and the European Quality Charter for Mobility must be applied. Improving the quality and efficiency of education and training: all citizens need to be able to acquire key skills and all levels of education and training need to be made more attractive and efficient. Promoting equity, social cohesion and active citizenship: education and training should enable all citizens to acquire and develop skills and competencies needed for their employability and foster further learning, active citizenship and intercultural dialogue. Educational disadvantage should be addressed through high-quality inclusive and early education. Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training: the acquisition of transversal competences by all citizens should be promoted and the functioning of the knowledge triangle (educationresearch-innovation) should be ensured. Partnerships between enterprises and educational institutions as well as broader learning communities with civil society and other stakeholders should be promoted.

For more information: http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URISERV:ef0016

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2. PROJECT S.E.L.F. (Sharing Education and Learning with Families) In line with the European Commission’s proposals for efficiency and equality in education systems, we agree that quality infant education improves children’s social adaptation and better predisposes them to lifelong learning. In our view, close cooperation is required between families and school to achieve this, taking into account the resources available in the social, educational and cultural environment. “Educating” should not be the exclusive preserve of educational institutions. Learning is possible in any place and society. To facilitate this, there must be a connection and cooperation between family, school and community that will better enable us to develop the abilities which infant-school children need to become informed, critical, active and engaged citizens in the 21st century. In this context, the Erasmus+ S.E.L.F Project was created to defend the idea that, in a bid to improve quality standards, education in general, and infant education in particular, should not be restricted to educational institutions. Involving parents in school dynamics will not be possible unless institutions recognise them as strategic learning agents and organise the necessary mechanisms to understand the social realities of families and students (Education Strategy 2020). In education, this objective requires frameworks and resources that enable teachers and/or education institutions to see themselves as agents responsible for change, building new pedagogies to be shared with families and, above all, making classrooms and schools open places of learning for all sectors of the educational community and its environment.

3. FAMILIES AND THE ENVIRONMENT: Implementing proposals like those included in this tutorial for teachers requires willingness on the part of educational institutions and teaching staff to rise to a new challenge and a new way of understanding the learning process, where family-school-environment cooperation introduces changes into educational contexts and generates new opportunities for the family, the school, its students and, indeed, the environment. In the activities proposed and developed in the TUTORIAL, we pay particular attention to the degree of involvement and commitment of families and other people and institutions in our social and cultural environment. The presence of these new educational agents in schools have also brought us into contact with concerns about education experienced by all sectors in our society, enabling us to provide a more appropriate response, more in keeping with our students’ real circumstances, while giving priority to learning for life as a basic skill in education. Moreover, open-mindedness has been a key factor in schools to move from acting on families’ behalf towards being with families, facing up, in a proactive and innovative fashion, to educational co-responsibility, cooperation and partnership between families and teachers. School has become a normal part of everyday family life and students recognise them as sources of fun and learning, in a natural way. Contents

4. STUDENTS: Most of the actions described in this TUTORIAL have been aimed at infant-school children, although as adults (families and teachers), we have also benefitted from some of them in the context of “lifelong learning”. As our point of departure, we cannot ignore the major impact on a person’s life of their earliest educational experiences. Nor can we ignore the fact that the most important physical, socio-emotional and cognitive changes take place in the early years of development. The implementation of the S.E.L.F. Project, and therefore of this TUTORIAL, is based on the conviction that educational experiences at the infant-school stage have a major effect on the subsequent acquisition of new learning for life.

5. TEACHERS AND MANAGEMENT TEAMS As teachers, we are aware that we have to offer the necessary resources to help our students adapt to our constantly changing society, and this requires learning how to learn, learning throughout our lives and even unlearning what we have learned. Educators and/or educational institutions which opt to implement cooperative practices like those listed in this TUTORIAL, need to consider the gradual introduction of the necessary changes in their methodology and projects. Embarking on any of the actions suggested in this TUTORIAL requires staff in educational institutions who wish to apply inclusive models to consider at least the following:  Engage in ongoing training as the key to innovation and the search for continual improvement.  Support opening the school up to its environment as the basis for new educational models, using environmental resources, making contact with other institutions and working together.  Consider the presence of families in day-to-day classroom and school experience as part of an ordinary, everyday practice.  Listen to and respect families, ensuring they feel free to offer their own experience as this is essential for this kind of cooperation project. Working with families increases confidence both in teachers and the school as an educational institution.  Adopt a receptive attitude to families’ proposals, treating them as new experts that enrich collective knowledge.  Become facilitators of activities, preparing the time, place and infrastructure, supplying space and materials required, always coordinating with the family member who is going to conduct the activity.  Allow and encourage the family member to take the initiative in the activity, offering strategies and supporting them in getting the activity/workshop underway and the dynamics involved.  Collect and consider families’ opinions when evaluating the action undertaken. Contents

Prior reflection, both individually and as a team, must necessarily be the point of departure among teaching staff and in European contexts and exchange forums. The staff of the two schools involved in this project had already worked and reflected on their understanding of education and the circumstances surrounding their social and cultural environment. Listening to families was a key and constant element in enabling us to gauge the concerns, needs, desires and challenges represented by our children’s education, transforming these into Educational Projects that help develop our students’ skills. When developing inclusive projects, management teams must act as promoters, motivators and facilitators. They must be directly involved in both design and implementation, guaranteeing their inclusion in the schools’ Educational Projects and ensuring their continuity. Teachers working towards a model that includes families in the teaching-learning process, require the following profile:  The flexibility and creativity to introduce the necessary changes in their methodology, facilitating the inclusion of families in the classroom.  Ongoing training  Contact with the cultural and social life around them.  Willingness to collect, listen to and support other proposals.  The ability to listen actively to learning for life needs of today’s children.

6. METHODOLOGICAL TUTORIAL FOR S.E.L.F. TEACHERS: The tutorial is aimed at schools, teachers and families of children in infant and primary education, with a view to providing experiences and proposals regarding activities in which the parents of each school have been involved and which have helped the students of both schools taking part in this research-action project to develop basic new skills. It is intended as an eminently practical tool, based on reflection, observation, ongoing evaluation, team work and cooperation between schools, families and their environment in teaching-learning processes. Other educational situations can be extrapolated from each action proposal, adapting these to the educational, social and cultural context in question. The proposals implemented are recorded in an individual model document (REPORT) organised as follows: 1. 2. 3. 4. 5. 6.

Action areas as specified in our project’s classification Specific priority objectives Basic skills developed by the students or adults involved in each activity Brief description of the activity Methodology and resources used Role of teacher and families Contents

7. Evaluation of teachers and families involved 8. Documentary support of processes and results 9. Suggestions for improvement and related links. In short, the proposals in this TUTORIAL FOR TEACHERS focus on a new way of understanding the learning process. It involves acceptance that cooperation between families, schools and their environment introduces changes into educational contexts and generates new educational challenges and opportunities for students, families, schools and society as a whole, undoubtedly helping to improve education as a whole and infant education in particular. The results of these changes, which affect both the approach to the kind of schools we are aiming at and our role as teachers within them, will outlive the ERASMUS+SELF project. In order to safeguard their continuity and stability, it is therefore important that the changes be recorded in the Educational Projects undertaken by schools and in the pertinent educational documents.

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: An electrical experience LINE OF ACTION 1:

KEY WORDS: Electricity Electric current Circuit, lightbulb, motor, battery….

2. FAMILIES AS EDUCATIONAL AGENTS

POINT OF DEPARTURE: At the welcome meeting where parents and staff could get to know each other, the head of the audiovisual materials workshop met a father who knew about electricity and they talked about carrying out an activity on the basics of electricity behind audiovisual media and the technology around us.

BRIEF DESCRIPTION OF THE ACTIVITY: Explanation of basic concepts about electricity and electrical safety based on the children’s previous knowledge. Experimentation with different circuits using batteries, cables, bulbs, motors, speakers, electromagnets… leaving, as far as possible, the children to discover how the different circuits work. Assembly of basic circuits guided by an adult. Experiment to achieve electrical current from lemons.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): Materials: batteries, cables, bulbs, motors, little speakers, cables, lemons…

LINES OF ACTION GOALS 3 COMPETENCES 2

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Human resources: the father and head of the audiovisual media workshop Time: one 1-hour session with 12 children aged 5-6 (two groups) Methodology: The basic methodology was to make use of what the children already knew and let them discover for themselves the operation of the different elements present in all the areas of daily life. In the first group, the teacher took the initiative to guide the father as to how to interact with a group of small children.

ROLE OF FAMILIES AND TEACHING STAFF: The father brought some materials and provided his knowledge on the subject. The teacher acquired the other materials and provided guidance for the activity.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: Overall reactions of families, children and educational staff were very positive. First they were surprised that the children already had a better and more accurate level of knowledge than they had expected. Although there was quite a lot of material and only half the class at any one time, the children’s enthusiasm to experiment meant that we were still short of both personnel and material, which means it would be good to repeat the activity with more material and, if possible, three people. To get more material and a greater variety of experiments, we turned to the school’s families which provided enough material to create a kind of “electrical materials box” to carry out future activities. The suitcase had already been used at another school by the wife of the father undertaking the activity (who is herself an infant school teacher) with her own class. The activity was designed for children aged 45. One of the concerns when carrying out the workshop was whether it would be dangerous to explain to children how potentially dangerous things worked… First: the children already knew a great deal, and second: being able to talk and think about the dangers of electricity (of which they were also aware) has reinforced the safety of children who are, after all, surrounded by and constantly handling electrical technology in their everyday lives.

AUDIOVISUAL DOCUMENTATION: Photos FAMILY OPINIONS: “First of all, I have to say that I was surprised that the children had such a clear idea of basic concepts about electricity. Just as it was an experiment and a learning experience for the children, so it was for us too. With the first group, owing to my inexperience with children, I didn’t know exactly how to interact to explain the concepts in the simplest way. Thanks to them and the good rapport with Mariano (the teacher), it was easier in the end. Subsequently with the second group, we adapted the explanations and experimented by playing for the time agreed up to the point where this group even managed to create a complex circuit with all the components we had … This and the demands made by some children made us realise we didn’t have enough material. In conclusion, I would say that it was a totally enriching experience for me and I believe for the children too because they had a great time ….I would definitely do it again. Finally, I think we should encourage more of this kind of teaching in schools because it is clearly possible and I think this is also changing now.”

OTHER: Download this report

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Aquarium in the kindergarten LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. aquarium, plants, fish, water Families are involved in punctual or all year actions at school. 2. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: One boy from our kindergarten is very interested in fish and other animals and plants that live in the water, and he has an aquarium at home. Almost every day, he talks about life in the water and different books he read on that topic, so he managed to transfer his interest to other children in the kindergarten. Therefore, on his mother’s proposal, we arranged an activity of buying and eqquping the aquairum for the kindergarten. Responsibility for maintaining the aquarium will be on children, with cooperation from adults.

LINES OF ACTION GOALS 3 COMPETENCES 2

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world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen

SHORT ACTIVITY/PRODUCT DESCRIPTION: First on our to do list was to buy all neccessary equipement. Children, togehther with teachers and the mother, went to pet store in order to get aquarium, fishes, and food. The mother also brought plants and little snails, which her and her son found and prepared for the aquarium. Children who were interested in the activity gathered around the materials and started to work: they made gravel substrate, inserted the plants and decorative branches, set the pump for water purification and added a little water. The children all worked with great interest, while the mother who led the activity, carefully monitored and help them if necessary, and along the way shared her knowledge of aquarium maintenance and care for the fish.At the end they setthe aquarium into place in kindergarten and added fish.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Materials: aquarium, gravel, water, plants, branches, snails, fish, mug, plate Time: 70 minutes; Space: in the kindergarten; Number of people involved: 15 children (5 and 6 years old), two teachers and Ms. Romana, Igi’s mother.

FAMILIES AND TEACHERS ROLES: Some materials for the aquarium were provided by the mother who led the activity as well as the father of the child who participated in the preparation but not in the implementation of the activity. Teachers photographed the activity and helped with preparations. Technical serviceemployee of the kindergartenwas also involvedIn the equipping of the aquarium, so the activity involved people of different profiles and skills.

EVALUATION AND IMPROVEMENT PROPOSALS: This activity was an incentive for many associated activities: trips to nature and studying water, plants and animals that live in it. Children regularly feed the fish and gather around the aquarium with joy and share their experiences and knowledge about life in the water. AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: Icould hardly ever imagine myself as the owner of the aquarium or fish lover, but following the interests of my son I have come not only to owning an aquarium, but also to studying chemistry and biology.And since I think that learning by doing is the best learning, I was very glad to be able to prepare with children their own kindergarten’s

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aquarium. But it wasnâ&#x20AC;&#x2122;t easy! I had to arm myself with knowledge - both theoretical and practical, and their interest and support were irresistible. I'm glad that this initiative has served as a foundation for many other preschool activities associated with nature, flora and fauna.(Igiâ&#x20AC;&#x2122;s mom)

Other: download this report

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: BIODANCE WORKSHOPS LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in ad hoc or all-year-round actions at school.

MUSIC DANCE BODILY COMMUNICATION EMOTIONS 2. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops FEELINGS or ad hoc actions in each school year (of different AFFECTION durations), either independently or in cooperation with a PLEASURE teacher, in order to support the development of skills, ENJOYMENT PERSONAL GROWTH knowledge for life and/or curricular areas. 5. INFORMING IS SHARING: Our schools share activities and educational or cultural contents.

POINT OF DEPARTURE: At the start of the school year, families were given a questionnaire to suggest activities or skills in which they could participate at school. Based on the information provided, one of the teachers contacted a mother who offered to carry out and coordinate Biodance sessions.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children and in the development of different curricula. 2. Improve the cooperation and relationship between families in each participating institution. 3. Facilitate communicative and cooperative ties between the families of the institutions participating in the Project. 7. Plan dynamic, playful, formative, and cultural meetings both inside and outside partner schools in order to raise the cultural level of educational communities. 10. Stand out as European educational institutions that value their school projects, understanding childrenâ&#x20AC;&#x2122;s education as a shared responsibility between families, professionals and environments with a view to raising the quality of the learning process.

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LINES OF ACTION GOALS

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CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 1. Competence in linguistic communication, which is the ability to use spoken and written language, to represent, interpret and understand the real world, build knowledge, and to organise and self-regulate thought, emotions and behaviour. Linguistic communication should also be the driver for the peaceful solution of conflict in the school community. Listening and taking part in dialogue involves verbal interaction in multiple contexts .

Linked to this competence would be aims such as:  Training them to learn how to dramatise real or imaginary situations 5. Social competence and citizenship involves providing the skills required to take an active part in civic life, living in and exercising democratic citizenship. It involves being able to put oneself in another’s situation, showing respect for cultural and belief differences, and exerting civic rights, freedoms, responsibilities and duties .

Linked to this competence would be aims such as:  Taking an active part in dances and dramatisations suggested by the biodance facilitators. 6. Cultural and artistic competence covers both the skill to appreciate and enjoy art and other cultural manifestations, and to create an open-minded and interest in taking part in cultural life. Linked to this competence would be aims such as:  Learning, enjoying and dancing to the rhythms of different musical pieces 8. Autonomy and personal initiative means being able to imagine, undertake, develop and evaluate joint or individual actions or projects creatively, responsibly, confidently and critically. It also involves working on values such as self-esteem, freedom, emotional control and the capacity to tackle difficult situations .

Linked to this competence would be aims such as: 

Suggesting changes in the dynamics of the biodance activity as we go along.

BRIEF DESCRIPTION OF THE ACTIVITY: This activity, conducted by Rocío, mother of a pupil aged 0-1 in the first year of the project, with Fausti, Biodance facilitator, was carried out for two years at different points in the school year. Each year, two sessions were held:  The first was only offered to adults: families (who could be accompanied by babies that were not yet toddlers) and members of the education team.  The second session was Family Biodance, for children in the second year, accompanied by adults, also allowing the participation of unaccompanied adults. The sessions took place in the afternoon, after 4 p.m. The first session for adults lasted an hour and a half, and the second family session lasted one hour.

COMPETENCES

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METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): Methodology: The teacher met the mother in charge of coordinating the activity. Two meetings were held to ascertain activity details and decide on place and time. It was decided that, during the session, all participants should wear comfortable clothes and go barefoot or wear socks. At the first session for adults only, an external trainer evaluated the session and took photographs. The teacher in charge provided all the necessary material and publicised the activity to all the education community. She also took photos of the sessions in which the children took part. Resources: Humans: mother of a pupil and a friend of hers, both Biodance facilitators, mothers, fathers, participating teachers, one of them responsible for the activity, children. Material: A large enough space, at least 50m2, sound equipment, music provided by professional people, theatre make-up, scarves, etc. camera and video.

ROLE OF FAMILIES AND TEACHING STAFF: Families: A mother of a pupil offered to conduct this activity with another professional friend of hers (both Biodance facilitators). Other parents took part in the activity, alone or with their child. Teaching staff: Coordinating the whole activity, promoting, encouraging, planning, and listening to suggestions. Organising venues, providing necessary equipment to carry out the activity. Scheduling, finding most appropriate dates for everybody. Publicising the event (via e-mail, WhatsApp, posters about the activity), encouraging participation among both teachers and families and taking part themselves as one of the participants ……

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: Overall evaluation was highly satisfactory both by the two Biodance facilitators carrying out the sessions and the participants: teachers, families and above all the pupils who enjoyed the sessions they took part in. Carrying out this kind of activities means extra work and time is required of the teaching staff in charge: meetings with the mother, preparing the activity and to take part in it, all outside the usual teaching time….; however, it was a very positive experience. One suggestion for improvement included avoiding dates that coincided with other activities the same week to make it easier for participants to attend. Also publicising the event sufficiently far in advance (at least a week) so that those interested can organise themselves.

AUDIOVISUAL DOCUMENTATION: PHOTOGRAPHS FAMILY OPINIONS: For me, biodancing in Zaleo was an exciting challenge. Exciting because I think it is a very useful tool and a very powerful way to transform education into something more emotional and with better communication and co-

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existence. It was a challenge because it was the first time it had been put in practice in an infant school. And above all, because it was not carried out in a specific classroom with a captive audience- but took place outside school hours and involved the whole education community. I was a bit worried about attendance and participation. In fact, as the second session coincided with both St Isidro festivities and Magic Night, it was difficult to publicise, create a group, confirm attendance and there were misunderstandings about whether or not it would be going ahead. But in the end it did take place and worked very well. In both cases, the relationship experience was extremely positive for me. Biodancing means listening, interacting, laughing, playing, get active and relax … on a one-to-one basis, two at a time, with a few more or altogether. And all of this is done to music, communicating with each other through gesture and free movement, putting words— which are judgmental—to one side for a while. This experience, both in adults and in the session with children, made such an impression that we haven’t been able to look at each other the same way when we cross each other in the playground, on the stairs, at the entrance to school… And all of this can be built with just a short time if we all set about it together. The groups were small but matched the venues. Not many teachers took part. In the first session, there were two teachers and in the second, one. But it was still hugely valuable because positive comments they made helped a lot with participation and the session dynamics, getting rid of the anxiety created by having to face up to this new situation. I think this kind of action at school is absolutely feasible and I would recommend it to the whole education community. As for me, if the opportunity arises, I’ll definitely do it again!!

Many thanks,

Rocío Frías Grande. (Mother of Mikel)

OTHER: Download this report https://es.wikipedia.org/wiki/Biodanza http://www.biodanza.org/es/formacion/la-escuela-de-biodanza

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: A ciegas y punto! (Blind and ready!) Workshop: an introduction to braille ACTION : KEY WORDS: 1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.  Writing in braille. Families are involved in ad hoc or all-year-round actions at  Blindness school.  Perkins brailler  Inclusive school 2. FAMILIES AS EDUCATIONAL AGENTS: workshops or ad  Diversity & social cohesion 1

hoc actions in each school year (of different durations), either independently or in cooperation with a teacher, in order to support the development of skills, knowledge for life and/or curricular areas.

POINT OF DEPARTURE: Sonia explains key aspects of writing in braille. She is an expert and knows the language. She also has a Perkins brailler to teach the mechanical process. GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children and in the development of different curricula. 10. Stand out as European educational institutions that value their school projects, understanding children’s education as a shared responsibility between families, professionals and environments with a view to raising the quality of the learning process.

LINK WITH CURRICULUM/COMPETENCES DEVELOPED BY PUPILS 3: 1. Competence in linguistic communication, which is the ability to use spoken and written language, to represent, interpret and understand the real world, build knowledge, and to organise and self-regulate thought, emotions and behaviour. Linguistic communication should also be the driver for the peaceful solution of conflict in the school community. Listening and taking part in dialogue involves verbal interaction in multiple contexts. 3. Competence in knowledge and interaction with the physical world is the skill that allows interaction with the physical world both in natural aspects and those generated by human action. This competence allows the prediction of events, the understanding of phenomena and aims at looking after and caring for the conditions of one’s own life, the lives of others and those of all living creatures.

BRIEF DESCRIPTION OF THE ACTIVITY: At the very first meeting, we are aware of the activity’s potential. However, we see the need to get the children to put themselves in the shoes of blind people. We suggest different activities in which they have to manage without the sense of sight and use the other senses to perceive and recognise the things around them:  Blind recognition of musical instruments from the sound they emit  Blind recognition, using touch, of different objects from everyday life  Walking along with their eyes closed. 1

LINES OF ACTION GOALS 3 KEY COMPETENCES 2

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 Writing their name blind. After this initial exercise, we tried to find out what the children knew about braille:  Had they ever seen a blind person reading?  Where had they seen signs in braille?  How can blind people read? On the basis of this knowledge, an egg box was handed out with six holes containing six ping-pong balls and an alphabet with raised dots below each letter. The children were asked to write their name on a piece of paper. They were then asked to look for the letter in their alphabet and copy the dots using the ping-pong balls in the egg box. Once they had completed the letter with the egg box, they were to try to put the dots underneath. Then they were asked to write their age and repeat the same process as with the letters. Afterwards, they were asked to write this using a pattern and awl. Finally, they used the Perkins brailler individually.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): We had half the class in each session (13). We used the expert intervention to divide up the group. The mother who led the workshop was accompanied by the form teacher. The materials were very diverse: scarves to cover their eyes, classroom musical instruments, different everyday objects, dual alphabets (letters and braille), sets of half-dozen egg boxes, ping-pong balls, awls, squared paper, Perkins brailler.

ROLE OF FAMILIES AND TEACHING STAFF: As the braille expert, the family promoted the session and carried it out. The teacher provided support for the activity.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: The interesting aspect of this activity was making use of a family suggestion and enriching this with the teacher’s perspective. Their combined approaches led to a process and motivation with very interesting results.

AUDIOVISUAL DOCUMENTATION: Photographs FAMILY OPINIONS: From the start, I thought the idea was very interesting, because I felt that working on empathy to increase sensitivity towards certain groups in the school setting was essential. The idea was to make use of certain experiences as a small group (recognising musical instruments without seeing them, as well as other objects from daily life, writing their name, walking around) and introduce the dynamics of braille into a larger group using a matrix made from an egg box and six ping pong balls so they could handle these more easily when it came to setting out their name. Afterwards, the big group was once again shown how to use the pattern and the awl so they could how braille is written manually. Finally, they were shown individually how to use the Perkins Brailler so they could see how braille is written mechanically. The workshop was very gratifying right from the beginning when setting-up with the teacher, preparing materials and implementation. I think it was a very interesting experience, both for me, the form teacher and the pupils. It would certainly be worth repeating. Sonia Cámara Pereña Mother of children in the 1-2 and 3-4 year-old classes

OTHER: Download this report We decided to use “everyday items” to tell a story where a blind mouse talked and accumulated objects. The children listened to the story with their eyes closed to facilitate perception through their hands.

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ACTIVITY REPORT SCHOOL/S: Zaleo Infant School

Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

ACTIVITY/PRODUCT: SUPPORTIVE WORKSHOPS TO THE OUTDOOR ACTIVITY BUILDING UP FEEDING BOXES FOR BIRDS LINES OF ACTION 1:

KEY WORDS:

OUTDOOR CLASROOM PARK´S WORKSHOP BIRDS IN THE PARK FEEDING BIRDS FEEDING BOXES FOR BIRDS

ACTION 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS

STARTING SITUATION: The initiative of creating an Outdoor Classroom at Zaleo Nursery School was born thanks to the educational exchange from some European schools, among some of them was included Zaleo, linked to an European participation COMENIUS project called SMOL (Science and Mathematics Outdoor Learning). This project proposed to deepen and strengthen thoughts and experiences related to the learning of Science and Mathematics in the environment. It started in the course 2012-2013. The Outdoor Classroom activity set up in September 2013 at Zaleo school with the rooms of pupils between 4 and 5 years old, extending it later to the 3 years old children. Consisted of the appropriation of our educational community of the public space, a park located in front of our school (Parque Lineal de Palomeras), 3 times a week as an extension of the scholar spaces. It has worked incredibly to motive the learning (observing, investigating, mixing, writing, telling, solving problems…) and the responsible intervention of the environment (taking care and improving measures), discovering a new sight of boys and girls towards this outdoor space gifted by a new value to enjoy and learn. Whereas the activity in progress, it is frequent to see birds flying over, warbling, standing on the branches of the trees or resting on the grass…Which is their destiny? What are they doing in the park? Where are their nests? How and what do they feed? The father of a pupil from the 3 years old classroom works as a dog instructor, environment instructor and he is so keen on activities in the nature. As a result of the survey delivered at the beginning of the course to the families about their competences and in collaboration with the educational personnel, this activity was done with the pupils of the room of 5 years old, independently his son wasn´t a student of that group.

LINES OF ACTION

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GOALS2:

GOAL 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. GOAL 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change. GOAL 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: Communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts. Mathematical competence and basic competences in science and technology. (Understand and use numerical concepts, proportions and structures-shapes, size and volume needed to solve the making of feeding boxes). Knowledge and interaction with the physical World. (Know the different characteristics, needs and behavior of birds). (Discover and distinguish physical and sensorial characteristics of some seeds and dried fruit and nuts) (Know and value some aliments for health) Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT). Specially photographs and sounds recordings. Social and civic competences. (Accept, understand and value the contribution of families at school to solve problems thanks to their knowledge and experience) (Understand, value and take part in some civic measures to improve our environment: feeding urban birds) Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities. Sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. SHORT ACTIVITY/PRODUCT DESCRIPTION: The activity is developed with the 16 pupils that belong to the 5 years old room. It is realized in the working timetable, along the morning, from 10 a.m. to 1 p.m. The activities take place according to a sequence: The first phase: in the facilities of the school (classrooms…). Building up feeding boxes for birds workshop. The pupils are divided in 4 groups of 4 students each one. We keep on using this division previously made for another activity always considering the 5 years old group, having a unique goal: being responsible and looking after one area of the park. Three different types of feeding boxes are proposed. Then, each group constructs one of them. While we are building up the feeding boxes, we listen to a recorded audio focused on birds ‘warble. The approximate duration of the whole activity is from 11´30 a.m. to 1 p.m.

2 3

GOALS COMPETENCES

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The second phase: in the park. The installation of feeding boxes in the trees from each area of the park we have been using with the groups. All together, we get around all the areas and chose the most suitable trees to place our finished feeding boxes helping us with a ladder. This process lasts from 11´30 a.m. to 1 p.m. Whereas the action is in progress, we permit children, who have interest, to take photos of the activity. In all the activities of this sequence, the educational proposal comes from the father who is in charge of the proper action. He selects and presents the information from the session, proposes questions, collects doubts from boys and girls, offers answers and proposes different ways to act according to the different situations we can face at the workshop or in the park.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Facing up to daily problems and looking for the best solutions at any moment to solve problems individually or in team, is the main reason of learning in life. In this permanent learning process are crucial the references provided by our families and societies. The suggested methodology chases to put in contact the information and the experiences added from an expert (in concrete, Antonio, the father of one of the pupils at Zaleo) with the observation, knowledge and previous experienc among boys and girls. Moreover, we must solve doubts such as which is the aspect of the birds or which are their needs in our park. To make easier the relation between the knowledge of the expert and the real necessities of pupils, the teacher who is in charge of the Outdoor workshop does previous activities with each group. The aim is provide information about who and when is coming to visit us and keeping company in the park, which is the reason, how important are his teachings, etc. Furthermore, we share opinions about all our knowledge and what we expect to learn about bird in the park, to give it to Antonio, the father who will accompany us the day of the activity. Therefore, he may provid us all the answers. At the school, the construction of feeding boxes workshop is divided in small groups to make easier the active Participation of boys and girls. It is essential to estimate the necessary material to be used by each group. The Preparation of the material is thought by the father in charge of the activity along with the teacher. Additionally, the Add all the boys and girls ‘contributions at this respect. The approximate duration lasts 1 hour and a half (considerin the explanation of the proposals, the organization of the groups and the setting up of the tasks). Whereas the activity was in progress, this father was also in charge of installing the feeding boxes in the trees, Along with the teacher, who is collecting all children´s ideas at the same time that he suggests solutions to find the Best location of each feeding box. It is important to bear in mind having enough adults to accompany children to ensure a proper collection of photographic material as well as enough support in the activities developed by the children.

FAMILIES AND TEACHERS ROLES: The relative who is responsible for the action, suggests, organizes and dynamizes the development of the activity as far as his personal criteria, taking into account the suggestions and the terms already decided in the meeting with the educational personnel. He will also add the specific material that he need for the presentation and the walk along the park. The teachers that take part in the activity is in charge of the previous training: who is coming to visit us and accompany, which is the reason, how important are their teaching, etc. Additionally, they prepare the moment, the location, the facilities and the material they may need always in coordination with the families.

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While pupils are doing the activity, the educational personnel support parents to create an attention and concentration atmosphere and having an agile and participative dynamic. They facilitate knowledge to the session from the boys and girls.

EVALUATION AND IMPROVEMENT PROPOSALS: The general evaluation has been very satisfying not only from educational personnel but boys and girls along the familiar in charge the activity. These actions make visible the presence of mothers and fathers in the school´s life. As a result, it is essential the acceptation and the naturalness in the attitude of the students for the presence of a relative in the coordination of the activity. The idea of developing the activity in small groups (4 groups; 4 boys and 4 girls in each group) makes easier the active participation of all the pupils in the construction of the feeding boxes avoiding unnecessary pauses. It is not a casualty that we reuse the same groups made at previous activities in the park to take care of its area of the park. Thanks to this measure, we reinforce the pupils ‘motivation, improving the cares of its “parcels”. The proposal of having different types of feeding boxes (in concrete three types) provides the knowledge among children that with the same object exist different ways of feeding birds successfully. It is crucial to take into account having enough adults specially to build up the feeding boxes and then, to install them safety in the park, to accompany children to ensure a proper collection of photographic material as well as enough support in the tasks developed by the children. In this case, there were 3 adults (1 in charge of photos and videos; 2 helping all the time children while pupils were doing the tasks) for a group of 16 boys and girls at the age of 5. It is also important to fit timing and activities to avoid being in a hurry at certain moments.

AUDIOVISUAL DOCUMENTATION: Photographs Families’ opinion: “I believe that the feeding boxes for birds workshop has been so welcomed by boys and girls. They have paid much attention. As usual, I have noticed their friendliness and affection due to I have felt crucial in their educational process. In my humble opinion, pupils have learnt that it is not difficult to help birds from our environment and facilitate their recover after the winter. The relationship with the educational personnel has been, as usual, so closed and positive. The resources have been suitable to do the activity. As far as the time is concerned, we were wrong initially with the timing and finally we took more. Anyway, we can see the upside of the process and think of the possibility of continue in the future. When I have the opportunity to work with the school I learn new things that I put in practice in my professional life”. ANTONIO

Others: Download this report This punctual activity is involved in the SUPPORTIVE WORKSHOPS TO THE OUTDOOR ACTIVITY. In these workshops there are also included other advices from the families. There are other actions tightened to the schedule “Outdoor classroom: the workshop in the park” which are written on the schedule of the school to put in practice along the course. In over all, there are activities thought to be realized in the facilities of the school although the aim of the activity is to be realized in the park near the school, Parque Lineal de Palomeras, a public space (pupils attend three times a week) where we can use the natural resources. All these workshops have an important educational weight. The most representative are: DOGS IN THE PARK AND OUR BEHAVIOUR BUILDING UP FEEDING BOXES FOR BIRDS CARPENTRY: BUILDING UP STRETCHERS FOR RECYCLED PAPER

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MAKING RECICLED PAPER

BUILDING BIRD FEEDERS. 2nd YEAR. During the second year of this initiative, the activity was undertaken with the 3- and 4-year-old classes. School families helped at all the sessions. Thanks to this support, the main NOVELTY this year was that the workshop was conducted in the park, using the opportunity for a day out for each group involved, and taking all the necessary materials with us. A total of five sessions were held, each lasting two hours. Building the feeders in the park facilitated direct observation of the trees and birds, definition of the aims of the initiative and sequence of action, as well as immediate placement of the feeder. Evaluation was very positive.

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Carnival - a tradition that is passed between generations LINES OF ACTION1:

KEY WORDS:

4. RELATIONSHIPS WITH THE ENVIRONMENT: Our

Carnival, tradition, cooperation

surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

STARTING SITUATION: Activities were developed in cooperation with the local community, through creative expression and strengthening of intergenerational solidarity between the children and the elderly. Users of the home for the elderly and disabled, in cooperation with one parent who is also the leader of the home, have repeatedly visited the kindergarten. During those visits, they took part in activities with the children, and showed them production of traditional items and encouraged them to cherish the old indigenous techniques of making various useful objects. That way, the children got to know about gold embroidery technique on paper. That technique was applied by children even after mentioned activities. Children created numerous images during the activities, which are now displayed in the area of traditional center in kindergarten. Every year during Carnival, children are drawing their masks, which are then exposed on the kindergarten’s billboard. This year, during our traditional visit to the home for the elderly in Majerje, we decided to design and make a mask with gold embroidery technique on paper, as a gift for older persons who reside there. Apart from material heritage, the elderly participated in activities with children on intangible heritage. Thus the children learned traditional songs. The interest of children for traditional skills and activities, as well as songs that are transmitted orally between generations was great and so we expanded the activities of celebrating carnival traditions with learning why we dance thick tail, why we disguise ourselves... and we learned two more songs which will drive out the winter out of our region.

GOALS2: 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into

LINES OF ACTION

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active agents of social, cultural, and educational change. 7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities. 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 6. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation; 7. Sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance;

SHORT ACTIVITY/PRODUCT DESCRIPTION: 1. Making masks with gold embroidery technique 2. Masking and singing traditional songs in kindergarten 3. Preparation of instruments for the parade 4. Procession to the home for the elderly in Majerje 5. Dancing and singing traditional carnival song 6. Collecting corn leaves for making traditional knitted bags

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): 19 children, two teachers and 9 persons from the home for the elderly and disabled, and one parent participated in the activity. The activities took place in the kindergarten room and the room for day care for the elderly. The materials used in the activities were all natural materials: corn leaves, thread, paper, pins and intangible heritage: traditional songs.

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FAMILIES AND TEACHERS ROLES: Teachers and the parent agreed on details and duration of the activity. Teachers also prepared necessary materials for mask making. Parent photographed the activity and forwarded documentation to municipality of Petrijanec, which published them on the official website and in the local newspaper.

EVALUATION AND IMPROVEMENT PROPOSALS: Activities resulted in great interest of children and enthusiasm of attendants of home for the elderly in Majerje. To enhance the kindergarten work, it was agreed that one teacher will participate in activities and workshops with the association Petrovke, outside of workshops organized with the children.

AUDIOVISUAL DOCUMENTATION: Photos Familiesâ&#x20AC;&#x2122; opinion: It is very nice how children danced and singed. It is nice that they know how things used to be in the past. Nobody sings traditional carnival songs anymore, nor do they go from house to house.

Children need to know old customs; it would be a shame if it were forgotten.

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ACTIVITY REPORT Email to be used to ask questions:

SCHOOL/S: Kindergarten “Dječji svijet”

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Traditional custom – carnival celebration in family surroundings LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school.

traditional custom, family surroundings, carnival

STARTING SITUATION: Each year in our community we have a carnival celebration. In the past, during the carnival, all the children put on the masks and walked from house to house singing carnival songs and in return they got traditional pastry – doughnut. Today this tradition is kept only in certain areas, while children from bigger towns stopped celebrating carnival in this way. The initiative for traditional carnival celebration came from the parents. To revive this tradition, we needed to teach children traditional song with dancing in the circle and organize a visit to one family. The parents took the task of making and preparing children’s masks. With this activity, children will get to know traditional ways of celebrating carnival, like their parents and grandparents did in the past. This joint activity of parents and children will help to transfer experience to younger generations, teaching them about customs of the community where they live and where our kindergarten works as educational community.

GOALS2: 2. Improve the cooperation and relationship between families and every participating institution. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 8. Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts). There is no universal recipe for applying contents of traditional culture. Each kindergarten, as well as each educational community, should find specific contents and events that are authentic for each culture. Introducing children with traditional culture is carried out by mutual deliberation and cooperation of all educational agents: children, parents, grandparents and educational workers. By nurturing contents of traditional culture we enable successful functioning of each child’s potential. They develop curiosity and creative potential. Cognitive potential is also expanded with each specific cultural content, which is a prerequisite for acceptance and understanding of differences, tolerance and search for new multicultural experiences.

LINES OF ACTION GOALS 3 COMPETENCES 2

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SHORT ACTIVITY/PRODUCT DESCRIPTION: Before the visit to the family, children should be familiar with traditional customs and content of the activity. Children were prepared in the kindergarten by one parent who remembers the songs and content of the activity from his childhood. During the preparation, children have learned the traditional carnival song. Traditionally, the songs are sung loudly, with children spinning in circle and making noise with different instruments. In that way, according to the tradition, they scare away winter and welcome upcoming spring. After all preparations, children visited a home of one of their friends from kindergarten. After short walk from kindergarten, children arrived at the family yard. Their hosts, parents and grandmother, prepared homemade doughnuts, traditional carnival pastry. Active involvement in traditional carnival celebration, visiting houses, singing and dancing in circle, was a new experience for children. They also gained special experience by consummating hot doughnuts and tea on their own. At parentsâ&#x20AC;&#x2122; proposal, they cooled their tea by putting it in the last remains of snow in the yard. After spending some time together, parents â&#x20AC;&#x201C; hosts walked with children back to the kindergarten where they continued with singing traditional carnival songs.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Materials: appropriate waste material for making instruments like trumpets, percussion instruments and other objects that make noise Time: to make instruments we needed about 1 hour, for masks around 2 hours and the activity itself lasted around 1,5 hour Space: we organized instrument making workshop in our kindergarten while masks were prepared by parents (some of them made them together with children in kindergarten, some at home and some masks were bought). Visit to the family home needs to be organized in nearest proximity of the kindergarten. People/students involved: in this activity, we can involve all parents and students from one educational group or all the parents and students from the kindergarten. Number of parents that will teach the song depends on the number of involved children. For each group it is necessary to arrange host family that will make homemade pastry. Grandparents and other involved parents can also join in for the preparation and baking.

FAMILIES AND TEACHERS ROLES: The initiative for the activity came from the parents. They wrote down the traditional carnival song and one parent taught it to children. Another family volunteered to host the children at their home. All parents masked their children. Host family made traditional pastry and watched over and took care of children safety during their stay. At the end they reworded singing and dancing with pastry and tea. Teachers and kindergarten workers were responsible for activity coordination and making arriving schedules for parents. They also had to ensure enough time for learning songs and dancing. In addition, it is necessary to ensure the safe movement of children from kindergarten through the streets to house of families who will host children. When visiting family, depending on the conditions in which children walk from kindergarten to the family home, it is necessary to ensure the required number of followers for children and luminous markings on their clothing and masks for their safe participation and movement in the pedestrian zone.

EVALUATION AND IMPROVEMENT PROPOSALS: Parents have gained experience of planning and implementing activities of informing children with traditional practices. Walking with masks from one home to another used to be a regular child activity during the carnival. Today it is forgotten in towns and children do not attend, nor sing and dance during the carnival in the homes of their neighbors. The activity can be improved by organizing the visit to more than one family on same day. Given the interest of children in such activities, it is necessary to plan them each year during carnival. With regular organization of such activity we can revive the traditional custom, which has been forgotten in the urban areas.

AUDIOVISUAL DOCUMENTATION:

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PHOTOS Familiesâ&#x20AC;&#x2122; opinion: Children enjoyed and felt the festive carnival atmosphere with singing, dancing and noisy instruments. We used to visit both known and unknown families during carnival in our childhood but now itâ&#x20AC;&#x2122;s all gone. This renewed and revived my memories of joy we felt when we sang and danced under masks. I think children should be allowed to participate in the traditional ways in which children were involved once upon a time. (Maya's mom)

Others: Download this report Parents also suggested making a list of traditions that are part of our traditional culture. Thereby we need to ensure that all contents are appropriate for active participation of children.

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ACTIVITY REPORT SCHOOL/S: "Djecji svijet" Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Chemistry LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

experiment, tubes, connections, effects, mixing,

Families are involved in punctual or all year actions at

chemical laboratory, baking soda and vinegar,

school.

goggles and aprons

2. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: Mother of a girl in our kindergarten noted that children in kindergarten have shown interest in chemistry. With their teachers children were reading books and doing simple experiments. She agreed with the teacher to come to kindergarten and hold the activity on the theme of chemistry.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. Improve the cooperation and relationship between families and every participating institution. 3. Facilitate communicative and cooperative ties between the families of the institutions that participate in the project.

LINES OF ACTION GOALS 3 COMPETENCES 2

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technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; Children learned that the merger of soda and vinegar produce a chemical reaction that can inflate a balloon, they learned to make a "volcano" and a paper rocket launchâ&#x20AC;Ś That the purple cabbage can stain water, and that it changes color in contact with acid or alkali ... Children learned that chemistry is part of life and that they can get items we use every day from the kitchen for experiments.

SHORT ACTIVITY/PRODUCT DESCRIPTION: The activity started with equipping the kitchen center in the kindergarten with the necessary equipment to perform tests - test tubes, aprons, plates, spoons... Mother brought the rest of the equipment: vinegar, baking soda, goggles, tubes, red cabbage, lemon ... She explained to children experiment step by step, explaining the reaction, the proper use of ingredients, including them in every step and encouraging independent conclusions... She performed several experiments. Children were most impressed with experiment with soda and vinegar when they made a mini volcano and experiment with red cabbage when adding various acids gave different shades and colors. This motivated them for further investigation and making new experiments.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Materials: tubes, cups, bowls, goggles, aprons, red cabbage, soda and vinegar, balloons, distilled water, lemon, plates Time: 1.5 hours The space: kitchen center in kindergarten Number of people involved: mother and two teachers Number of children: 6-8 children aged 5 to 7 years.

FAMILIES AND TEACHERS ROLES: The mother proposed the activity and she independently selected experiments for working with children. She checked with teachers about children's prior knowledge about certain experiments. Teachers are responsible for equipping the center and a sufficient number of materials, and in agreement with the mother, teachers provided sufficient space and resources for carrying out the experiment. Also, teachers are required to arrange the time of the activity, as well as being the activity coordinators. The role of the educator is to continue and extend children's learning and research, to borrow books on simple and practical experiments in open daily life, to cause amazement and curiosity.

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EVALUATION AND IMPROVEMENT PROPOSALS: Parent has gained experience of planning and working with children in the kindergarten and through simple experiments she opened new perspectives on the world around them. The activity can be expanded by maintaining weekly activities for the chemistry in the kindergarten and involving more parents and children ...

AUDIOVISUAL DOCUMENTATION: Photographs Familiesâ&#x20AC;&#x2122; opinion:

I really liked working with children in the group. The children were interested in all experiments. They were watching every step with interest. They experienced their role as chemists seriously and they approached responsible to all materials with which we have worked. They asked me many questions which encouraged me to come again for further cooperation with the kindergarten that my child attends. I am surprised by their intuitive skills in the field of chemistry, especially because this is, for most of them, first encounter with this kind of activity.

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Parent suggested that children can independently invent and experiment with the help of teachers. They can write down their observations and thus make a small book of their experiments ...

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ACTIVITY REPORT Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

SCHOOL/S: Zaleo Infant School ACTIVITY/PRODUCT: CHESS EDUCATIONAL WORKSHOP LINES OF ACTION1:

KEY WORDS: EDUCATIONAL CHESS

1) CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school. 2) FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: The Chess workshop has been held at school for several years. In concrete, this course we have asked for volunteers at the first meeting. Additionally, we have spoken individually with families from other classrooms to support this initiative.

GOALS2: 1.

-Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: According to the competences developed, we must emphasize: Mathematical competence, “Learning to learn is related to learning” competence and “Sense of initiative and entrepreneurship” competence. Among our goals we must underline:  Initiate at mathematical skills, handle some elements and collections; identify their attributes and characteristics; and establish some ensemble relations, classification and quantifying.  Point and locate at the space, the shapes, the objects and themselves. Using the basic spatial notions.  Understand, participate, respect and accept the game rules  Acquire working habits: -Organization -Perseverance -Attention -Determination -Effort -Memory 1

LINES OF ACTION GOALS 3 COMPETENCES 2

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    

Solve easy calculations Learn the movement of the pieces and their positions at the board Develop self-esteem and solving conflicts Face frustration when you win or loose Silence, waiting times and relax

SHORT ACTIVITY/PRODUCT DESCRIPTION: All the activities developed must have this sequence, taking into account either the boy or girl individually or the team: 1.Legends about the backgrounds of chess 2. What is chess, what we need, how many players are, which the purpose is. 3. The board. How many squares do I have, which ones are white, which ones are black, the proper collocation of the board paying attention to the printed letters. 4. The pieces. What are their names, which are their colors, what is their collocation. 5. Pawns. How do they move, which is their collocation, how do they eat. Pawns race. 6. We insert the rest pieces on board by the same way. How do they move, how do they eat, what is their collocation: a. Rook b.Bishop c.Queen d.King e.Knight 7. We will focus on the knight due to it is harder to move. We do some exercises on the floor, on the floor tiles, on the board… 8. We begin by choosing first only two pieces, then three, etc until we have played with all the pieces. 9. Once we know how to play we will concentrate in the strategy (controlling the middle of the board). We also turn to other computer chess games that are so useful in case of playing in the rooms at any time. The whole activities developed will be constantly supported by pupils´ parents who will play with their children.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): The workshop is developed once a week out of the working timetable and there are five pupils per each adult. The main material to be used is the board, 1 per 3 children, which its pieces.

FAMILIES AND TEACHERS ROLES: The families support at any time the learning process of the game. No-one of the adults is experts on the subject, but they are willing to teach their children everything related to chess. The teacher must be in charge of dynamizing families to make they feel pleased at the workshop, they enjoy with their children and they will see the children´s achievements.

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EVALUATION AND IMPROVEMENT PROPOSALS: The number of families that accompany us is crucial to gain a quick and successful learning process among children. With no doubt, this workshop is very individual and requires an adult per 3 or 4 pupils. It is also necessary to have constant encounters with families for the feedback related to the problems they face and possible solutions, etc., at the same time it is also important to explain them the evolution of their boys and girls and their achievements. AUDIOVISUAL DOCUMENTATION: Photographs

Familiesâ&#x20AC;&#x2122; opinion: In over all, I find so positive to develop this sort of activities. On one hand, incorporating at the educational curriculum the chess learning from an early age. On the other hand, making easier the familiesâ&#x20AC;&#x2122; participation. Firstly, according to little children, it has been so illustrative the teaching methodology, the practice and the explanations provided by the teachers. It is incredible see how quick our children learn. Secondly, see in first person the relations generated at the classrooms, the habits, and the links between the educational personnel and pupils. It has been so interesting to spend time with boys and girls sharing spaces, activities, etc. The complicity and confidence in children has been increased. At last, personally has been so rewarding sharing space with my own daughter. We have known each other even more. Thanks for providing me this opportunity!!

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Children and parents playing together LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Traditional games, fun games, bingo, prizes Families are involved in punctual or all year actions at school. STARTING SITUATION: In 2015 we organized traditional games playing, for both children and parents. Since then, due to the positive feedback from children and parents, we incorprated those games in our regular curicculum .

GOALS2: 2. Improve the cooperation and relationship between families and every participating institution. 3. Facilitate communicative and cooperative ties between the families of the institutions that participate in the project. 7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 6. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation; 8. Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

LINES OF ACTION GOALS 3 COMPETENCES 2

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SHORT ACTIVITY/PRODUCT DESCRIPTION: First games were organized in the courtyard of the kindergarten in Petrijanec in early June 2015. Games were created in collaboration with parents and the elderly population in the municipality Petrijanec. With the help of the oldest inhabitants of the Municipality of Petrijanec, a collection of games was made, with games that children once played, using natural materials or supplies and materials that adults used during everyday work, mostly during farming work. Traditional games organized in kindergarten, were a combination of traditional and fun games. They were organized in five disciplines: parents driving children in wheelbarrow, jumping in the bag, carrying a child on their back, carrying baskets on their heads and carrying tennis balls on the racket. In 2016, parents have organized and carried out these disciplines: shooting glasses with rag ball, driving children in wheelbarrow, jumping through circles and carrying an egg on a spoon. The games were designed so that every child, in collaboration with the parent, passes through all four disciplines and collects stickers that characterize individual discipline and when they colected all five stickers, they rotated raffle and won a symbolic prize. Both parents and children happily participated in the activity and helped each other when needed. After the games, parents, children and teachers continued to spend time together in the courtyard. After this event, in late June, we held another common games for children and parents, which included: running on a wooden track, "fishing" fish with a magnet, walking on stilts, jumping through circles, throwing balls through hoops, jumping over large balls, and curling (traditional Irish game). Common games were also organized in kindergarten in Varazdin, in the park in front of the childrens library. Parents organized games for children, such as: "fishing" fish using magnets, small sports ground (pulling through hoops, walking on stilts, jumping over obstacles), shooting balls, throwing rag "comet" through the hoop. It is important to mention that, even though the games were competitive, the point wasnâ&#x20AC;&#x2122;t to see who is best but to enable every child to try all the games. And the children who didnâ&#x20AC;&#x2122;t play were there as a fan support. Joint time spent in games contributes to mutual understanding and socializing of children and adults. This form of companionship fosters the traditional customs of socializing.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Materials: hoops, balls of different sizes, canvas with numbers, plastic boat, wooden "fish" with metal stilts, poles with strings and magnet points, cups, spoons, eggs, baskets, rag balls, small balls covered with sticky Velcro. Time: common games for children and parents lasted about an hour and a half; Space: the kindergarten yard in Petrijanec and park in front of the children's library in Varazdin;

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Number of people involved: about 90 children participated with one or both parents, and sometimes the wider family members (grandparents); all teachers and other employees of the kindergarten.

FAMILIES AND TEACHERS ROLES: Parents have devised games, prepared the necessary equipment, and in collaboration with educators explained to children the rules of particular games, encouraging children and handed them prizes.

EVALUATION AND IMPROVEMENT PROPOSALS: Parents gave a very good feedback on the activity and they are looking forward to similar events. Children also had fun, but they also learned about patience while waiting for they turn. By observing other children of different ages and abilities, children have become more sensitive to the needs of others and they did not make fun of others in case of failure, but they shared tips, helped them and encouraged them.

AUDIOVISUAL DOCUMENTATION: Photos

Familiesâ&#x20AC;&#x2122; opinion:

Other: download this report

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ACTIVITY REPORT SCHOOL/S:"Djecji svijet" Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Cooperation with the emergency service 112 LINES OF ACTION 1:

KEY WORDS:

4. RELATIONSHIPS WITH THE ENVIRONMENT: Our

112 single European emergency number,

surrounding space is recognized as a third educational

children visit, when to call 112, public service

agent in our project and become learning resource for our

visit

model of OPEN SCHOOLS.

STARTING SITUATION: The teachers and the administration of our kindergarten agreed with the service 112 in Varazdin to visit their center. The purpose of the visit was to introduce the children that there is a unique number that can be called in case of an emergency.

GOALS2: 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change.

CONECTION TO CURRICULA/PUPILSâ&#x20AC;&#x2122; COMPETENCES 3/SKILLS DEVELOPED: 6. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation;

SHORT ACTIVITY/PRODUCT DESCRIPTION: In agreement with the service in Varazdin, children at the age of 6 visited the center 112 service. During the visit, the children met the people who work there. Office manager Zdravko Lazar told the children examples of when to call 112. With this he also informed the children about proper behavior in certain situations in order to avoid possible accidents.

LINES OF ACTION GOALS 3 COMPETENCES 2

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He especially mentioned that large number of fires occurs as a consequence child's play, and that children should not play with fire, nor objects that can catch fire. Moreover, he gave the detailed information how to proceed in case of storm and thunder. The children learned that in the case they got caught in the storm while in the woods, they should take shelter under the small trees or bushes. If they were out in the open they should seek shelter from a thunderstorm in the lowlands, immediately to be lowered from the top of a hill or mountain, to seek shelter on soil in ditches or ravines. If they were in the water, at sea or river, and the thunder begins they should immediately get out of the water. In all cases where they feel that they are in danger they should call 112. The aim of the visit was to show the children how they can get help in accidents from people who are organized and trained for that. The children remembered 112 number during the visit.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): The activity was conducted in the premises of the 112 center in Varazdin. Visit was attended by 28 children and two teachers. The head of center informed the children about behavior in case of an accident. Besides him the children met other staff members of 112 center.

FAMILIES AND TEACHERS ROLES: Educators have organized a visit. Parents were introduced with the plan and purpose of the visit, and gave their written consent for children's participation.

EVALUATION AND IMPROVEMENT PROPOSALS: The activity can be adapted to children by organizing symbolic games in kindergarten, using the symbolic number 112 and playing to call it, where a group of children is treated as those who seek help, and the other group as those who provide help. Through play, children can naturally overcome fear and gain confidence in the people who can help them in the case of accident. It is important that children are informed and to remember the 112 number.

AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: It is very useful to familiarize children with the dangers they may encounter. It is very good that they hear it from the person who is trained for that, so children don’t feel fear of possible danger. I feel that is very good that the child knows number of emergency services. (Daniel's mother)

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: CREATING MATERIALS FOR THE CLASSROOM LINE OF ACTION1: 1. CONSTRUCTING AN KEY WORDS: EDUCATIONAL COMMUNITY. Families are involved in SENSORIAL MATERIALS ad hoc or all-year-round actions at school. POINT OF DEPARTURE: Families talked to the form teacher of the 1-2 year-olds with a view to making materials for the classroom. A meeting was held with the two form teachers of the 0-1 and 1-2 year-old groups to explore how the activity could be carried out. The person in charge on the families side created a WhatsApp group asking for volunteers to carry out the activity.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 8. Autonomy and personal initiative means being able to imagine, undertake, develop and evaluate joint or individual actions or projects creatively, responsibly, confidently and critically. It also involves working on values such as self-esteem, freedom, emotional control and the capacity to tackle difficult situations.

BRIEF DESCRIPTION OF THE ACTIVITY: Two interactive panels were made to which were nailed, screwed or fixed different materials with which those in the class of 0 to 2 year-olds could interact and play. To achieve this, a series of meetings were held with families and school staff to reach an agreement on the materials to be used and the panel design. In the last meeting, the panels were placed in the appropriate places.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): Diverse materials were used: Wood, nails, hammers, chains, washers and materials to fix and play with. The human resources involved in the project were various families from two classrooms, as well as the two tutors of the 0-1 and 1-2-year-olds. The spaces used were the two classrooms, and a number of sessions were required to undertake the activity.

ROLE OF FAMILIES AND TEACHING STAFF: The families designed, made and undertook the whole activity. The teachers provided their time and the spaces in which to meet and work.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: When the families make the suggestions, it is important that a consensus is reached with the teachers in the classrooms because the materials created have to be related to, agreed upon and appropriate for the school’s education project and classroom methodology.

LINES OF ACTION GOALS 3 COMPETENCES 2

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AUDIOVISUAL DOCUMENTATION: PHOTOGRAPHS FAMILY OPINIONS: OTHER: Download this report

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant School

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTIVITY/PRODUCT: Dance and music from Cameroon LINES OF ACTION 1:

KEY WORDS:

1. BUILDING AN EDUCATIONAL COMMUNITY. 2. FAMILIES AS EDUCATORS.

• • • • • • •

Music Dance Get together Africa Multiculturalism Diversity Enjoyment

STARTING SITUATION:

Annie came to her daughter’s class to familiarise the children with lullabies and nursery rhymes from her home country, Cameroon. The enthusiasm that was generated amongst the children and families was so great, that she was invited to dance in front of the whole school so we could get to know the bands that are currently fashionable in Cameroon.

GOALS2: • • •

To improve the relationship and cooperation between families in each of the participating centres. To design educational spaces of communication between families of the cooperating centres. To plan fun/informative/cultural meetings inside and out of educational centres to raise the cultural level of the educational communities.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: The competences worked on in this activity are: Social and civic Cultural and artistic

SHORT ACTIVITY/PRODUCT DESCRIPTION: Annie brought us a morning of laughter and complicity, inviting us to join in with the rhythm of African dance. On that day we created a stage in the inside hall of the school, our meeting space. Annie turned up with her daughter, both dressed in traditional African costume. They started to dance and gradually the children joined in. From the babies to the older 6 year old kids, teachers and all the school team, from the administration to cleaners.

LINES OF ACTION GOALS 3 COMPETENCES 2

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On the last day of the year, during the ‘community paella’ that is held with all the families, Annie came with her friend Marie-Claire (both dressed in their best costume) and got everyone going again, encouraging nearly all of the families to participate and enjoy the dance party. Annie opened our ears to unknown music that connected our emotions and bodies. We discovered new music and we danced to different artists and types of dance from Cameroon.: Talla André, Mari (Beniskin), Henri Dikongué, Sergio Pollo (Makossa), Lady Ponce y Mary Bella (bitkutsi).

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): The family contributed all the materials used: Music, costume, dolls and food from Cameroon.. The enjoyment was intense and lasted a long time, around 45 minutes with the whole school participating.

FAMILIES AND TEACHERS ROLES:

Teachers helped out with technology: computers, speakers, platform and time and space management.

EVALUATION AND IMPROVEMENT PROPOSALS:

The knowledge and desire that Annie provoked in us, with her eagerness and happiness filled her daughter with pride about her culture and gave an example for the whole educational community. It enlightened our society making us participate because of our admiration, enjoyment and respect and making other cultures more visible.

Audiovisual Documentation: PHOTOGRAHS Opinion of the families: OTHER: download this report

The school as a place that embraces all cultures that make up our educational community. The school, a place to spot distant worlds that one day we may decide to travel. Multiculturalism: the shy part of social cohesion. Unstoppable and essential.

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ACTIVITY REPORT Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

SCHOOL/S: Zaleo Infant school ACTIVITY/PRODUCT: DEBATE AND EDUCATION ENCOUNTERS LINES OF ACTION1:

KEY WORDS:

3) LEARNING COMMUNITIES: Meetings between families or families-teachers to reflect about common interest topics. 5) INFORMING IS SHARING: Our Schools spread activities and educational or cultural contents.

Learning, Education, Family, School, Educational Community, Culture

STARTING SITUATION: The school, through a circular delivered at the beginning of the course, creates the necessity of having encounters between families and teachers in order to improve the evolutionary development of boys and girls. Families sign themselves up voluntarily and they reach an agreement in having a suitable space (a classroom) and time (on Tuesday from 4:15 p.m. to 5:30 p.m.) in which the only aim is the reflection about educational and social topics that could affect pupils in a short or a long period.

GOALS2: 1. -Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. -Improve the cooperation and relationship between families and every participating institution. 3. -Facilitate communicative and cooperative ties between the families of the institutions that participate in the project. 5. -Inspire action of joint training in educational institutions in order to improve educators’ and families’ skills as prime educational agents. 10. -Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process. CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 7. Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities.

LINES OF ACTION GOALS 3 COMPETENCES 2

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SHORT ACTIVITY/PRODUCT DESCRIPTION: These encounters have supplied parents and teachers the suitable academic training according to the educational process and the personal development of boys and girls from the school. At this respect, the activity has been assumed as:  An encounter space to exchange experiences and reflections related to Zaleo educational community  A way of learning along life    

Working in group or in small teams to provide the opportunity to express and communicate each other and reach the collective conclusions A way to mend wrong or unsuitable habits A tool to improve the educational quality among families and the school “Highly qualified” support when has been necessary

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): The activity developed consists of monthly encounters (a Tuesday per month between 4:15 p.m. and 5:30 p.m. out of the working timetable) along the course (from October to May) in which the attendance has been crucial along with specific contest thought since the beginning of the course that we have assessed. The timing is out of the working timetable and there are spaces for adults, therefore, we have done simultaneous activities to keep their children entertained. The main purpose is holding encounters that promote all families to be understood by the rest of parents and educational personnel. On the other side, we have developed situations to deepen in listening skills, acceptation and change roles through various dynamics to find actual solution to real problems. When we have required the help of an expert, he/she has performed as an entertainer and informant who collects the whole contributions of the group. The methodology we have developed at these encounters has been: a) Flexible: tighten contents to the group necessities. b) Opened: allowing the interaction between parents and teachers. This aspect contributes to enrich themselves Thanks to all contributions and suggestions. c) Dynamic: supporting new learning among parents, families and the educational community d) Theoretical- practical: in which has been crucial the experts experiences along with the suitable theory e) In favor of renovation and constant updating

FAMILIES AND TEACHERS ROLES: Families have an active and participatory attitude, showing a working desire all together at this educational project. Teachers have held a hearing predisposition towards families´ necessities and they have made easier and spread reflections and encounters.

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EVALUATION AND IMPROVEMENT PROPOSALS: These kinds of encounters have been highly rewarding not only for families, but for adults. The main difficulties have been collecting the most demanding topics among families and maintaining parents’ assistance along the course. The main claim is, not surprisingly, the possibility of reflecting and speaking each other thank to the school. AUDIOVISUAL DOCUMENTATION: Photographs

Families’ opinion: To be honest, I consider that all the developed activities have contributed to have a global vision of the families’ requirements; however, considering its complexity it could be suitable having more time to deepen into each topic. The sessions have been developed in a relax atmosphere which have made easier the participation. A “flexible” methodology has been used in order to prepare and develop each session, approaching each topic from different perspectives with the unique purpose of taking advantage of every session: 

“Tutelary” sessions held by experts who explained the topic and then, parents took part in the debate



“Free” sessions that require a previous training and reflection from participants. Then, the feedback and the debate among all members are necessary.



“Role playing” sessions which allowed us to face actual situation from the real life.

Although I wish teachers had participated more, I still considering that this opportunity to have different ways of thinking individually or at the role playing sessions have enriched each encounter. Thanks to this activity we have acquired new knowledge and vital experiences to face happily the relation and education towards our children.

Others: Download this report As Eva Kñallinsky said (1999, p.11), “sharing educational tasks must be the beginning of the relationship between families and school”.

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: Dental and oral health workshop LINES OF ACTION1: 1 & 2

KEY WORDS: Hygiene, oral & dental, health

POINT OF DEPARTURE: Blanca, mother of two pupils at the school contacted the form teacher to suggest a workshop on the subject “Oral and dental hygiene and health”. She is a dentist and was interested in sharing her knowledge at school. GOALS2: 1, 2, 3, 6, 7 & 10 CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 1, 3, 4, 7 & 8 BRIEF DESCRIPTION OF THE ACTIVITY: The session involved the following activities: *Telling a story using kamishibai “The Elephant and the Mouse” *PowerPoint with images and videos of dentist’s chair, healthy mouth, teeth, “Little bugs that eat up your teeth”, brushing techniques and final son with children’s drawings. *Children handle related items: giant mouth and toothbrush, dental mirror and tweezers, replica of healthy and decayed teeth, clinical aspirators. *Tooth costume for 7 children (made from felt) and checking which food and drink sticks to them most with pictures with or without Velcro. We then used the non-adhesive pictures to make a poster with healthy food. *Practise brushing techniques: each child gets a brush and portion of plaque-disclosing tablet (with colouring that sticks to bacterial plaque) so they can see the areas they have not reached properly with their toothbrush. The children brushed their teeth and then went over them again. *Free kit for each child with toothbrush, gloves, masks, stickers, story, dentist association leaflet and disclosing tablet.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): The methodology used was very appropriate, following school guidelines, based on pupils’ interests and on the principle of activity and motivation. Account was taken of their prior knowledge, seeking to ensure that they acquired significant learning. The diverse resources were created for the session by the mother in charge. Three sessions were held: one with each group of second-stage infant school pupils. They lasted about 2 and a half hours. For the 4-5 and 5-6 year-old classes, they were timed for one morning in the first term, to coincide with the teaching unit “We look after ourselves”. For the 3-4 year olds, it was more appropriate to wait for the second term so the group was totally adapted and ready to receive this kind of classroom activity.

LINES OF ACTION GOALS 3 COMPETENCES 2

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ROLE OF FAMILIES AND TEACHING STAFF: A prior meeting was held between family and teacher to get to know the proposal, give guidance on methodology, develop, organise and schedule the session. The teacher acted as facilitator, both at the preparatory session and during the activity.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: It was a very appropriate initiative that was very carefully prepared and programmed. The mother became an excellent education agent. She took account of the pupils’ characteristics and their needs. She juggled organization, combining activities in large groups with small groups, creating a very dynamic session that was worthy of a professional in the sector. In the classes with her daughters she sought the right moment to make them feel like assistants in certain situations, allowing them to feel proud and share their mother’s “knowledge” with their classmates.

AUDIOVISUAL DOCUMENTATION: PHOTOGRAPHS FAMILY OPINIONS: The experience was very gratifying. I was well supported by the teaching staff and welcomed by the groups. It is very nice to see how they communicate their concerns experiences and difficulties… You learn a lot and I would of course recommend continuing to make the most of this opportunity the school gives us to intrude, because it is a real luxury.

OTHER: At class meetings, the families thanked Blanca for her participation and her workshop, and said they had noted changes in their children’s interest in their oral and dental health and hygiene. Their habits have improved.

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Didactic games- learning with educational toys LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Didactic games, constructive games, parents Families are involved in punctual or all year actions at and children playing together school. STARTING SITUATION: Joint activity of parents and children in the games with didactic toys allows parents, in a natural way, through play with children, awareness of the academic skills and knowledge of children, which are important in the context of preparing children for school.

GOALS2: 2. Improve the cooperation and relationship between families and every participating institution. 3. Facilitate communicative and cooperative ties between the families of the institutions that participate in the project. 8. Increase and diversify informative channels of each school with their families.

LINES OF ACTION GOALS 3 COMPETENCES 2

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individual as a citizen; 7. Sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance.

SHORT ACTIVITY/PRODUCT DESCRIPTION: In the center of didactics, but also in adjacent rooms, we provided a sufficient number of tables and chairs so that parents and children have enough space to play. The first game was chosen by the children and it was mostly a game that children in kindergarten like to play and play it the most. The second game was selected by a parent, and child explained the rules and how to play. Parents and children mutually changed places (tables) so that they could play as many different games. Teacher was first involved as a teammate, and later he chose the game and explained to parent goals of each individual game and which development area is included. Parents were introduced to various games, and then they started to choose which games they want to play. They played with all children in kindergarten, not just with their own child. After didactic games, constructive and construction games were played that allow the child, with the help of combination of the offered material, to realize and build up his ideas in a creative way.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś):

Materials: -didactic games (English computer games, joining the amounts and numbers in different ways, memory, spatial relationships games, puzzles, games with rules, dominoes...) -Wooden constructor Time: the planned duration of the workshops is 1.5 hours Number of people involved, the number of children included: 14 parents with their children (ages 4 to 6) responded to workshop. Besides them, five children of school age who were previously in the kindergarten and are brothers or sisters of current students, joined the activity.

FAMILIES AND TEACHERS ROLES: Cooperation of family and kindergarten is an important prerequisite for optimal development of children in the institutional context. When a child starts to go to the kindergarten, parents and educators become collaborators in a common cause concern, care and education of the child.

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Everybody wins with good cooperation. Building a professional collaborative relationships with parents is the way toward the development of partnerships in supporting the quality of communication aimed at the welfare of the child, solving problems related to education and development, promoting the active participation of parents in different programs, and strengthening parental competence by acquiring knowledge and skills necessary for the upbringing of children in the family.

EVALUATION AND IMPROVEMENT PROPOSALS: This didactic workshop included the didactic and constructive games. Parents have shown interest in organizing workshops which would include collecting and playing with pedagogical plain material and offered their assistance in the creation and development of didactics for children.

AUDIOVISUAL DOCUMENTATION:

Photos

Familiesâ&#x20AC;&#x2122; opinion: Children enjoyed and were happy that the parents were able to visit the kindergarten and play with them. The children felt important because they explained the rules to the parents. After the workshop, the feedback we received was that some parents were not aware of how the games are important for the child and what it all affects. Parents talked to each other and exchanged information about didactic games they played.

Other: download this report

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Dinosaurs LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

dinosaurs, workshop, cooperation

Families are involved in punctual or all year actions at school. 2. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: Children play every day in the current center of activity associated with dinosaurs, intended for symbolic play and study. Since the children began to be interested in body, i.e., the skeleton of a dinosaur, we proposed to parents to participate in activities of preparing a material that will allow children to build a dinosaur skeleton. Parents have proposed different types of materials that can be used for modeling bones, and joined in activities with children and teachers in equipping the center of research.

LINES OF ACTION GOALS 3 COMPETENCES 2

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SHORT ACTIVITY/PRODUCT DESCRIPTION: The parents engaged in 4 activities, in cooperation with teachers. In the first activity, parents and children made the bones out of dough. Given that this activity spread the interests of children, some parents engaged in other activity with children where they found creative ways of creating dinosaurs, which later spread to the activity of creating models which children will use as habitat for dinosaurs in symbolic play. The last activity was making parts of costumes that kids can wear, in order to develop and stage a symbolic game of dinosaurs.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): The workshop was held in the rooms and hallways of kindergarten and lasted for 2 hours. It was attended by four teachers, 23 parents and 14 children kindergarten students and one scholar, brother of one kindergarten participant. The materials were collected by both teachers and parents. Parents brought cones and colorful wires (for making the trees), and leather straps (for making paws and claws).

FAMILIES AND TEACHERS ROLES: Teachers organized the place, time and the duration of the activity. Parents and teachers participated together in the preparation of each activity, and children were included in the implementation. Parents collected the necessary materials for each activity. Activities were conducted on the basis of proposals and ideas of children, in cooperation with parents.

EVALUATION AND IMPROVEMENT PROPOSALS: The workshop resulted in a large amount of made material so we decided to move entire activity center out of the room into the hallway where children have a lot more room to play.

AUDIOVISUAL DOCUMENTATION: Photos Familiesâ&#x20AC;&#x2122; opinion:

Other: download this report

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: Discovering plastic materials LINE OF ACTION 1:

KEY WORDS: New plastic materials, handling, 1.- CONSTRUCTING AN EDUCATIONAL COMMUNITY. experimentation, taste and enjoyment. Families are involved in ad hoc or all-year-round actions at school. 2.- FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or ad hoc actions in each school year (of different durations), either independently or in cooperation with a teacher, in order to support the development of skills, knowledge for life and/or curricular areas.

POINT OF DEPARTURE: One of the school’s mothers is doing an end-of-master’s degree project on research into new plastic materials and expressed interest in a number of classroom activities to research the resources with children. She met the form teacher to plan the time, space, groups and materials for the workshop. They chose different physical activities with new materials from a number of proposals in a monthly workshop throughout the school year in order to develop skills that would open the subject up to the world of sensations and emotions when making contact with the world of plastics.

GOALS2: Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children and in the development of different curricula.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: Competence in knowledge and interaction with the physical world is the skill that allows interaction with the physical world both in natural aspects and those generated by human action. This competence allows the prediction of events, the understanding of phenomena and aims at looking after and caring for the conditions of one’s own life, the lives of others and those of all living creatures. The competence to learn to learn involves being aware of what is known and of what still needs to be learned. It involves getting to know one’s own potential and shortcomings, making the most of the former and being motivated to overcome the latter. Consequently, it means understanding that learning is an ongoing lifelong need which helps us to face up to problems and find the best solutions at any given moment. Autonomy and personal initiative in the first stage of primary means being able to break away from dependence on the adult world, to explore the world around you in an increasingly autonomous way. It also involves values like self-esteem, sharing with others, freedom, initiation in emotional control and the ability to face up to difficult situations.

LINES OF ACTION GOALS 3 COMPETENCES 2

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BRIEF DESCRIPTION OF THE ACTIVITY: Two workshops took place, one with the first-stage class and one with the second stage. Each workshop was conducted by one of the school’s mothers. During the workshops, other mothers from both classes also helped. A number of sessions were set up handling new plastic materials like balls of gel on a light table, spaghetti, sensory bottles, homemade paint made with natural materials, looking for toys in gelatine, handling gelatine on the light table and angry bottles.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): Materials: gelatine, spaghetti, containers for decanting/transferring, homemade paint (flour, salt, water and food colouring), plastic bottles, filling for sensory bottles (gel pellets, balls of wall, pipe-cleaners, stars, glitter…), balls of gel, etc. Roll of paper to cover the floor where the children were interacting with the materials. Human resources: sessions undertaken with the form teacher, classroom support, trainees and mother leading workshop and sometimes with other families. Spaces: the classroom and dining room were used (large, multidisciplinary space where half the group could be accommodated). Time: always in the morning between 10 and 11 a.m. Number of students: in the first stage of infant education, the workshop was carried out with the whole group of 14 pupils and sometimes with half the group, 7 pupils on two different days, in this case in fortnightly sessions. In the second stage of infant education, it was carried out with the whole group and pupils’ families came to support the activities.

ROLE OF FAMILIES AND TEACHING STAFF: Role of teacher: The teacher coordinated the activity with the family, divided up the pupils and took charge of grouping the materials together. She suggested how to improve the space used and the groups of children in the classroom, and she had a meeting with families to consider the aims achieved and find suggestions for improvement. She cleared and cleaned the classroom of all the materials used after the activity.

Role of the families: The mother coordinated and designed the activity; she proposed the activities and chose the materials; she had meetings with the form teachers of both first and second-stage pupils to suggest activities; she brought the materials to carry out the workshop; she helped the children get clean again after the activity and helped clear and clean the classroom and materials used. Thanks to cooperation from families, some of the workshops could be carried out with just half the group which facilitated the activity.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: 

The results of the sessions were better when the group was divided into two than when conducted as one big group.  The families who took part in the workshop had to interact with all the children taking part and work on detachment from their own children in order to gain acceptance as a normal part of the class.  The sessions where more than one family took part were more pleasant and productive.  We evaluated the possibility of continuing the workshop next year. The teacher must be a guide and give advice about the families’ suggestions and needs to give guidance on methodological matters, the best kind of grouping for each activity, the best space and the right length of the activity. The teacher must make families aware of the importance for the first stage of infant education of discovery, experimentation, handling and enjoyment of the plastic materials and play down the aspect of the products themselves or the results obtained.

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AUDIOVISUAL DOCUMENTATION: PHOTOGRAPHS FAMILY OPINIONS: I consider the experiences to have been very gratifying for the children who got involved in them without the need for guidance from the adults. I think it is a good idea to divide the group in two to allow better attention and enjoyment and put the classroom space to the best possible use. I also think the fact that other families took part and helped was essential to complete all the tasks (preparation, execution, supervision, photographs, tidying up...etc.). At the meeting, we talked about the appropriateness of families undertaking this kind of activity because when we left our children they sometimes started to cry. In my view, it is a question of normalising the situation, as with the adaptation period. If it is seen as something normal, and as part of their regular classroom dynamics, this situation can be minimised.

OTHER: The workshop will continue next year. Download this report

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ACTIVITY REPORT SCHOOL/S: Zaleo Infant school

Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

ACTIVITY/PRODUCT: SUPPORTIVE WORKSHOPS TO THE OUTDOOR ACTIVITY DOGS IN THE PARK AND OUR BEHAVIOUR LINES OF ACTION 1:

KEY WORDS:

OUTDOOR CLASSROOM PARK´S WORKSHOP THE BEHAVIOUR OF DOGS AND THEIR OWNERS OUR BEHAVIOUR FACED WITH DOGS AND THEIR OWNERS

ACTION 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS

STARTING SITUATION: The initiative of creating an Outdoor Classroom at Zaleo Infant School was born thanks to the educational exchange from some European schools, among some of them was included Zaleo, linked to an European participation COMENIUS project called SMOL (Science and Mathematics Outdoor Learning). This project proposed to deepen and strengthen thoughts and experiences related to the learning of Science and Mathematics in the environment. It started in the course 2012-2013. The Outdoor Classroom activity set up in September 2013 at Zaleo school with the rooms of pupils between 4 and 5 years old, extending it later to the 3 years old children. Consisted of the appropriation of our educational community of the public space, a park located in front of our school (Parque Lineal de Palomeras), 3 times a week as an extension of the scholar spaces. It has worked incredibly to motive the learning (observing, investigating, mixing, writing, telling, solving problems…) and the responsible intervention of the environment (taking care and improving measures), discovering a new sight of boys and girls towards this outdoor space gifted by a new value to enjoy and learn. Whereas the activity is in progress, it is frequent meet citizens having a walk with their dogs. Very often, these animals get closer to us, to smell, play, eat our afternoon snack, etc. How can we react to this situation? The father of a pupil from the 3 years old classroom works as a dog instructor, environment instructor and he is so keen on activities in the nature. As a result of the survey delivered at the beginning of the course to the families about their competences and in collaboration with the educational personnel, this activity was done with the pupils of the rooms of 3, 4 and 5 years old, independently of the group.

LINES OF ACTION

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GOALS2: GOAL 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. GOAL 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change. GOAL 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: Communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts. Mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT). Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation. Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities. Sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance.

SHORT ACTIVITY/PRODUCT DESCRIPTION: The activity with each group is developed in the working timetable along a morning. The duration depends on the age of boys and girls and the sequence of routines.

2 3

GOALS COMPETENCES

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As a result, we dedicate two different mornings: one for the 3 years old room in the timetable between 10 a.m. and 12 p.m.; the other mornings is reserved for the 5 and 6 years old pupils from 10 a.m. to 1 p.m. In addition, this association makes easier having smaller groups and a suitable adaptation to the level of communication and exchange of information at those ages. Independently of the pupilÂ´s age, the chosen groups and the duration, all the sessions are developed in a similar sequence of activities. The first phase: in the facilities of the school (classroomsâ&#x20AC;Ś). Information about dogs, characteristics, behavior, way of understanding them and mixing with them. The second phase: in the park. Recognition of dogs. Our behavior. Interview with the owner and collecting information for our classroom file: name of the animal, age, breed, tastes and entertainment. In all the activities of this sequence, the educational proposal comes from the father who is in charge of the proper action. He selects and presents the information from the session, proposes questions, collects doubts from boys and girls, offers answers and proposes different ways to act according to the different situations we can face with dogs in the park.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Facing up to daily problems and looking for the best solutions at any moment to solve problems individually or in team, is the main reason of learning in life. In this permanent learning process are crucial the references provided by our families and societies. The suggested methodology chases to put in contact the information and the experiences added from an expert (in concrete, Antonio, the father of one of the pupils at Zaleo) with the observation, knowledge and previous experienc among boys and girls. Moreover, we must solve the doubts according to what to do when you run into a dog in the park. To make easier the relation between the knowledge of the expert and the real necessities of pupils, the teacher who In charge of the Outdoor workshop does previous activities with each group. The aim is provide information about Who and when is coming to visit us and keeping company in the park, which is the reason, how important are his Teachings, etc. Furthermore, we collect in a painting and words book all the knowledge and what we expect to learn about dogs, to give it to Antonio, the father who will accompany us the day of the activity. Therefore, he may provid us all the answers. At the school, the informative session is supported by an audiovisual montage prepared by this father. It is carried o by all the group (there are 29 boys and girls in the group of 3 years old, and 40 in total taking into account the ages of 4 and 5 years old). We also add the contributions of the children. The total duration is around 45 minutes (depen on the age). Whereas, the activity in the park is run by the father who is offering answers to the various situations we must face When we see an inhabitant having a walk with the animal. Is it tied or free? Does he/she collect poo? How can we g closer to the animal?...In addition to the common resources, the camera to take pictures and the notebook/recorde take notes/drawing all the information were essential in the activity. Considering that the activity is realized with lar groups (one or two groups), it is important bearing in mind having enough adults to accompany children.

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FAMILIES AND TEACHERS ROLES: Father, who is responsible for the action, suggests, organizes and dynamizes the development of the activity as far as his personal criteria, taking into account the suggestions and the terms already decided in the meeting with the educational personnel. He will also add the specific material that he need for the presentation and the walk along the park. Teachers that take part in the activity is in charge of the previous training: who is coming to visit us and accompany, which is the reason, how important are their teaching, etc. Additionally, they prepare the moment, the location, the facilities and the material they may need always in coordination with the families. While pupils are doing the activity, teachers support parents to create an attention and concentration atmosphere and having an agile and participative dynamic. They facilitate knowledge to the session from the boys and girls.

AUDIOVISUAL DOCUMENTATION: Photographs The dogs in the park: Photographs Video Families’ opinion: “Sincerely, the feeling of contributing with experiences and knowledge according to a topic that our children enjoy, it is an emotion hard to explain. Just seeing how since the beginning of the activity they run into me and say hello or telling their parents that I am Antonio, the dog instructor, makes me feel so pleased. Not only as the father of a pupils, but much more. In addition, the respect and the attention they pay doing the activities are unequivocal symptoms of the stunning work that teachers do every day with our children. They are always willing to help, suggesting innovative ideas and having an incredible involvement day by day. The resources are suitable, due to the majority of them are coming from the teacher´s imagination. All the activities are trained at the rooms previously and then they dedicate an ideal time for the actual activity. For my experience, I would prefer to keep on doing these activities as an upside for boys and girls rather than do just a punctual experiment. Thanks to this experience, I have decided to set up an association in which I give talks and workshops in other schools, leisure centres, companies, etc. As far as the feedback is concerned I dare to say that it has been an achievement. As a result, I see viable the establishment of parents role as an agent of education at the schools. I hope many more mothers and fathers will have the possibility of participating in these experiences providing knowledge (as long as they find the balance between their professional lives and these activities)”. ANTONIO

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Others: Download this report This punctual activity is involved in the SUPPORTIVE WORKSHOPS TO THE OUTDOOR ACTIVITY. In these workshops there are also included other advices from the families. There are other actions tightened to the schedule “Outdoor classroom: the workshop in the park” which are written on the schedule of the school to put in practice along the course. In over all, there are activities thought to be realized in the facilities of the school although the aim of the activity is to be realized in the park near the school, a public space (pupils attend three times a week) where we can use the natural resources. All these workshops have an important educational weight. The most representative are: DOGS IN THE PARK AND OUR BEHAVIOUR BUILDING UP FEEDING BOXES FOR BIRDS CARPENTRY: BUILDING UP FRAMES FOR RECYCLED PAPER MAKING RECICLED PAPER

THE DOGS IN THE PARK AND OUR BEHAVIOUR. 3rd YEAR. During the third year for this initiative, the activity was conducted with the 3-, 4- and 5-year old classes. It was led by Antonio (Leo’s father). Making use of his continual presence at outdoor activities during the school year, one main NOVELTY was introduced this year: a session was conducted directly in the park with each outdoor activity group from the three classes. A total of seven 2-hour sessions were held. We took the opportunity of an outing with each group to go to the park with Antonio and his dog Tinta, to be able to capture fully the most common features and behaviour of the dogs and their owners and discuss how we should react when we encounter them in the park. Evaluation was very positive.

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ACTIVITY REPORT SCHOOL/S: "Djecji svijet" Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: The introduction of new technical devices in the process of working with children LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

electronic magnifier, a new device, learning to

Families are involved in punctual or all year actions at

use, creative use

school. 2.

FAMILIES

MAJOR

EDUCATIONAL

AGENTS:

workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: For the purpose of improving the educational process, our kindergarten has bought an electronic magnifier. The device is in the form of a computer mouse connected to the computer. Any object can be put below the device, thus getting magnified portion of the object on the computer screen. In order to introduce children with the use of this new device, we agreed with the parent who is a computer technician to show children the way and the possibility of using the device.

LINES OF ACTION GOALS 3 COMPETENCES 2

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natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; 4. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)

SHORT ACTIVITY/PRODUCT DESCRIPTION: At the teachers proposal, parent of a 3 year old girl from the kindergarten, prepared the activity for children of the age 5 and 6. He prepared in advance for the work with children, so he could get them acquainted with the way of use of electronic magnifier. He had to demonstrate how to use the magnifier and allow them to use it so children could master the art of handling it. After this first phase, the parent has suggested that children choose an item from the kindergarten that they want to watch using the electronic magnifier. After the children brought different objects and looked at the parts using electronic magnifier, their interest soon focused on the observation of various natural objects. Natural components have more prominent texture and the image on the computer monitor was in very interesting shapes and textures. The children could see for the first time parts of objects that were invisible to their eyes. That awakened their curiosity and increased their interest in research what is all hidden in the particular object. When children started to work with the magnifier, one part was interested in the magnifiers way of work, while other were interested in what exactly will they do. When they got a task to look for one thing that they would like to view with a magnifier, you could divide the children into two categories: a) those who were looking for objects with form (eg. book with a cartoon character or plastic animal figurines) and b) those who chose materials from nature (wood, pine cone, partially treated paper). There were children who first reached for the form (eg. a toy bat) but the object that was selected was made out of a natural material (eg. wool), which is important for subsequent changes in their interest. Children who primarily reached for the form didnâ&#x20AC;&#x2122;t search for new details to be revealed, instead they were more focused on retaining the form, for example where is the eye or a leg. Children who chose natural materials were much more focused on the exploration and discovery of new details that are not clearly visible with the naked eye. It is interesting that in children, who selected form that is made out of natural materials, the initial focus was on the form (eg. where is the eye of the bat), but later prevailed interest in new details, eg. what does wool looks like when we see small details. Most of the children showed an interest in research work. They were pleased that the object that they have chosen can further be explored and they can see something new. While working with children parent noted that younger children do not conclude that the image on the computer monitor is part of the object under the magnifier. That became a new challenge, for both the parent and the teachers, to enable children to understand that object looks different when we look at only its fragments. In addition, it is necessary to continue to find methodical ways to enable children to realize that object they hold in their hands under the magnifier is the object visible on the computer monitor. Children do not perceive the image on the monitor as an object that is "transferred" from the real world into the virtual. The way how to present to children and make them understand the process of converting an object into the picture has remained

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a challenge for parent who plans to continue working with children on the problem situation perceived during this activity.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Electronic magnifier, computer, a variety of materials and objects, area of the kindergarten. The activity included one father and 20 children aged 5-6 years, some of whom have been in activity all the time (90 minutes) and some occasionally left the activity but were back again.

FAMILIES AND TEACHERS ROLES: Teachers have initiated cooperation with the parent to assist them in introducing children to the use of a device that builds on ICT technology. Parent prepared for the activity before coming to the kindergarten. Before activities with children he gained personal experience of objects and materials which can, according to their structure, be researchable or creative challenge for children.

EVALUATION AND IMPROVEMENT PROPOSALS: Parent adequately and thoroughly prepared for the implementation of activity with the children. He predicted possible problem situations which has greatly raised the level of understanding of children on the use of new devices as well as their motivation to explore different objects and materials using electronic magnifier. The activity can be continued as we spotted new opportunities for learning and development of children by using electronic magnifier.

AUDIOVISUAL DOCUMENTATION: Photos Familiesâ&#x20AC;&#x2122; opinion: "Prior to conducting activities I felt uncertainty whether children have an interest in the planned activity. When I saw a large number of children who were interested in working with a magnifier I needed to solve a completely different challenge - how to organize children and ensure that everyone can experience working with a magnifier. As a parent, it was very interesting to observe the perception of the child - what is important to them. I was intrigued by the change of interest in children who chose object with a form made out of natural materials, which was clearly visible transformation from the learned "adult" point of view, to pure children's curiosity. I was impressed by the research nature of children who immediately reached for natural materials. Having participated in the activity together with a boy with special educational needs, the openness and accessibility of children to their friend extremely impressed me, as well as fully equal treatment. In this respect I am sure that we can learn from children more than they do from us. " (Aurora's father)

Other: : Download this report

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: Experience with new technologies LINE OF ACTION1: 2. FAMILIES AS EDUCATIONAL AGENTS

KEY WORDS: 360 Virtual reality Robot Robotics Programming Staircase Musical scale

5. INFORMING IS SHARING

POINT OF DEPARTURE: At the start of the school year, families were given a document to fill in with activities in which they, as families, wished or were able to participate in the classroom over the year. As a result, three people were contacted who suggested technological activities that fitted in with the audiovisual media and ICT workshop held at the school during the year.

BRIEF DESCRIPTION OF THE ACTIVITY: 



360 experience: using the 360 camera of a father who works in the audiovisual sector to record the children playing and then enabling them to see this in 360 virtual reality (VR), as well as to view other VR videos. The result was uploaded onto the school’s YouTube account which enables 360 videos to be viewed without glasses so that the families could also enjoy the experience. Robotics: Presentation: What are we going to do here today? Has anyone ever built a robot? What is a robot? What does it need to move? Where is its brain? How do we give a robot orders? What is a program? We then asked them to get into pairs and choose a model of robot to build from two of the simplest

LINES OF ACTION GOALS 3 COMPETENCES 2

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examples: “The Plane” and “Dancing birds”. Main part: Following building instructions on the computer, each pair built their robot using a Lego Wedo kit. They had to find the right parts and fit them together, step by step, taking it in turns. Once the robot was built, we made the program with the Lego Wedo software to make the robot move. We investigated further and tried changing the power of the motor to make it go faster or slower, put in different sounds, change direction, add a loop so that it repeated itself over and over again, recorded sounds with our own voices, etc… We played with the robots they had built and when they discovered how to do something, they quickly had to go and tell the others, creating an enriching experience in which they helped and shared with each other. Tidying up: the saddest part – they didn’t want to destroy their robot and put it away. 

Musical ladder: we turned the first part of the staircase in the school into a piano, giving each stair a musical note. The children interacted with the staircase as they went past.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): 



360 experience Materials: 360 experience, mobile and virtual reality glasses Human resources: the father and person in charge of the audiovisual media workshop Time: one 1-hour session with 12 pupils aged 5 (two groups) on the school’s inner yard Methodology: the children at this school are used to having photos and videos taken during their activities and taking photos themselves so we only had to explain how this “special” camera worked and leave them to interact with it. Robotics Materials: LegoWedo and laptop with software to programme robots Human resources: the person (who is the aunt of one of the pupils) who directed the workshop, two other supporting parents and the head of the audiovisual media workshop. Time: one 1-hour session with 12 pupils aged 5 (two groups) on the school’s inner yard Methodology: the most important thing was to leave them to do it themselves as far as possible as it quite a complex activity involving many concepts. Musical staircase Materials: the staircase in the school, laptop with the scratch program, a makey-makey and metal tape which conducts electricity. Human resources: the person leading the activity, another three parents for support and the head of the audiovisual media workshop. Time: it took three hours to set up, then everybody who used the staircase interacted with it. The staircase was operative for 2 months. Methodology: in this case, it was an activity for free and spontaneous interaction for all the people using the staircase. The children from the classrooms who do not usually use the staircase were invited to go up. Because the staircase operated by closing an electrical circuit (not dangerous) between the handrail and the floor, with the child acting as the “conductor”, the opportunity was taken to link this activity with what they had done on electricity.

ROLE OF FAMILIES AND TEACHING STAFF:  



360 experience: the father suggested the activity, brought the material and made the recordings. The teacher helped in the process and guided and documented the activity as it was undertaken. Robotics: the mother suggested the activity, brought all the material (expensive) and led the activity (which she usually does with older children). The teacher helped together with the other parents and documented the process. Musical staircase: the mother suggested the activity, brought the material and set it up with the help of the teacher and other parents. The teacher documented the activity and made sure it worked and that both children and adults had chance to interact with it.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: All the activities proved highly satisfactory. The children reacted very well and were able to do things that initially

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seemed very difficult for their age group. We should emphasise that this was done with the older children (aged 5 to 6) in view of the complexity involved and that the adults who did it did not have children or relatives in the group which took part in the activity. In one case, it was a little girl’s aunt and in the other the father of a 1-yearold girl. All the activities involved using expensive materials which the school could not usually have afforded and were made possible by parental cooperation. The robotics activity was very interesting as it involved a great deal of different kinds of learning in a very motivating format and we shall try to repeat it every year. The 360 activity revealed a new way of documenting activities. We have also considered the possibility of creating school presentation videos using this technology.

AUDIOVISUAL DOCUMENTATION: 360: PHOTOS VIDEO ROBOTICS: PHOTOS MUSICAL STAIRCASE: PHOTOS VIDEO FAMILY OPINIONS: 



360: the activity was useful for me to get to know a class other than my daughter’s. Thanks to the teacher, we were able to perform the activity very well and I think the Dragons (kids aged 5-6) discovered a new technical tool that will make an imprint on their audiovisual future. For me, it was a dream come true to sit down for a few hours as a “quasi-professional” Thanks Mariano (ICT teacher-coordinator). Pablo Musical staircase: It was the first I had set up a musical staircase. We had a few technical issues and it took us three hours. Without the help and engagement of the teacher Mariano, it wouldn’t have been possible. I think it was a success. Although I didn’t experience it first hand, I did get feedback from the videos Mariano showed me and about how the children felt playing on the stairs which I heard from Sara and Jesús. The reactions of the teachers, headteacher and canteen staff were excellent and there is a very pleasant atmosphere in the school. I think it’s a fabulous music and movement activity and making music with a staircase it something magical. As well as having fun, they also learned to use their bodies, and how aluminium foil conducts electricity. I can think of lots of other installations that we can do with the Makey that would be suitable for kids. Given the enthusiasm of Mariano and the way he made it all so easy, I’d be delighted to do it again. I think that family participation in the school is very enriching for all the people who experience it , not just the youngsters. Lidia Robotics: I learned a lot. I had never taken a workshop with 5-year-olds before and I was impressed by how capable they were. Right from the start, , I was surprised by their questions which showed how much they knew about robotics. The autonomy they showed in building the robots was also incredible, looking for the pieces and above all putting them in the right places. I was also struck that they stayed attentive right throughout the hour. They looked very motivated, their faces were very excited when, after assembling the robot they connected it to the computer, executed the program and it worked. That all meant this workshop was worth doing. I have also learned a lot about teaching and pedagogy from Mariano and I love working with them. It was excellent the way they facilitated access to resources. When I arrived, everything was perfectly prepared. I am very grateful for the help of their teacher Mariano and the dad who was there throughout the workshop. Thanks to that it all turned out perfectly. Lidia

OTHER: Download this report

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: FAMILY PASTA WORKSHOP LINES OF ACTION 1: 1.

KEY WORDS:

CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in ad hoc or all-year-round actions at school.

Family workshop, multiculturalism, inclusion, diversity, traditions.

FAMILIES AS EDUCATIONAL AGENTS: workshops or ad hoc actions in each school year (of different durations), either independently or in cooperation with a teacher, in order to support the development of skills, knowledge for life and/or curricular areas.

POINT OF DEPARTURE: We can all share things we know with other people, both adults and children. At the start of the school year, we asked parents what they knew how to do and if they knew anyone who could share their knowledge. In response, one school mother of Italian origin told us she could show us how to make homemade pasta.

LINK WITH CURRICULUM/COMPETENCES DEVELOPED BY PUPILS 3: 3. Competence in knowledge and interaction with the physical world is the skill that allows interaction with the physical world both in natural aspects and those generated by human action. This competence allows the prediction of events, the understanding of phenomena and aims at looking after and caring for the conditions of one’s own life, the lives of others and those of all living creatures. 5. Social competence and citizenship involves providing the skills required to take an active part in civic life, living in and exercising democratic citizenship. It involves being able to put oneself in another’s situation, showing respect for cultural and belief differences, and exerting civic rights, freedoms, responsibilities and duties. 6. Cultural and artistic competence covers both the skill to appreciate and enjoy art and other cultural manifestations, and to create an open mind and interest in taking part in cultural life. 7. The competence to learn to learn involves being aware of what is known and of what still needs to be learned. It involves getting to know one’s own potential and shortcomings, making the most of the former and being motivated to overcome the latter. Consequently, it means understanding that learning is an ongoing lifelong need

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which helps us to face up to problems and find the best solutions at any given moment.

BRIEF DESCRIPTION OF THE ACTIVITY: Families and their children were invited to take part in a homemade pasta workshop run by a mother of Italian origin. It was held outside school hours from 4-5.30 p.m. It is an activity that delighted youngsters and grown-ups alike, firstly for being very hands on and secondly for the satisfaction of making something that could then be cooked for dinner.

METHODOLOGY & RESOURCES USED (material, human, venues, time, number of pupilsâ&#x20AC;Ś): Procedure. Natural ingredients and pasta-cutting machine. Whole families took part with their children, as well as school staff.

ROLE OF FAMILIES AND TEACHING STAFF: The mother coordinated the workshop and was solely responsible for set-up and teaching. The school provided the space and organised the time for activity and publicised it.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: This kind of activity helps foreign families to feel integrated at school, in addition to arousing expectations and interest in Spanish families. Such initiatives should always be supported as part of an inclusive school project .

AUDIOVISUAL DOCUMENTATION: Photographs FAMILY OPINIONS: The experience of taking the fresh pasta workshop was incredibly enriching for both the pupils and their families. I think the boys and girls very much enjoyed handling the pasta ingredients and being the creators in the whole process of making it. At the end, they took their dish of fresh pasta to cook and eat at home. I really liked the interaction with the pupils and also the contact with Italian, in a playful way, as I gave them explanations using some words in my own native language. Being centre stage in this activity meant they enjoyed it even more. I would repeat the experience over and over again.

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant School

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTION: FORESTS FOR DISCOVERY LINES OF ACTION 1: 1.

BUILDING AN EDUCATIONAL COMMUNITY. The families are involved in specific or annual activities in the School.

1. FAMILIES AS EDUCATORS. Families perform workshops or annual activities (of a varied length) every year. They can go ahead independently or with the collaboration of the teachers. The idea behind this is to develop life skills and the different curricular areas.

KEY WORDS: • • •

Expression in Arts and Crafts for infants Collaborative art Collage

STARTING SITUATION: For the art workshop in the 4 year old group, we decided to look at some ideas for collages. We liked the result so much that we asked families to create something new with their children’s collages by writing something above the piece of art.

GOALS2:

1. 2.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: The competences worked on in this activity are: Cultural and artistic: This includes the ability to appreciate and enjoy other cultural expression, as well as generating an open attitude to participation in cultural life.

SHORT ACTIVITY/PRODUCT DESCRIPTION: In the art workshop with the 4 year olds, we decide to investigate ways of using the leftover Christmas wrapping paper form the Christmas party to make collages. We used different objects as stencils for our investigation. One of the students, Rocío, discovered that stones that we had from the river could be trees. We decided to get inside these trees. At the end of this workshop, another student said “words are missing, like in stories”. We realised that it was true, each composition needed words, so we decided that the families could incorporate whatever they fancied to the image that their child had created.

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The idea was to create the opposite process that writers follow with their illustrators, the image of the text. When all the pieces of art were finished, this intergenerational piece of creativity was displayed under the name “FORESTS FOR DISCOVERY”

METHODOLOGY AND RESOURCES USED (material, human, space, time, number of students, ...):

The collages were created with card and recycled wrapping paper. The stencils were stones collected from the river. A painted trunk was added to the tree top. Families used pens to write, sometimes people added their own piece of paper on top of the already created work.

THE ROLE OF THE FAMILY AND THE TEACHER

Families acted as necessary collaborative artists in this proposal that arose directly from the mouths of the children. The teacher is the middleman between the students and the families.

ASSESSMENT AND PROPOSALS FOR IMPROVEMENT: Audiovisual Documentation: PHOTOGRAPHS Opinion of the families:

“To narrate a graphic story that my son had previously developed was an exercise of reflection about what he was trying to say, and what I, as a mother, wanted to tell him. It was an enriching experience, like many other activities that we’ve had the pleasure of participating in with our son in the school. The “FORESTS FOR DISCOVERY” activity really helped us find ourselves in the fresh, green depth of Antonio’s amazing forest. Marta María Guerra Garijo, madre de Antonio Mangas Guerra

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ACTIVITY REPORT SCHOOL/S: Kindergarten “Djecji svijet” Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Fun Olympics LINES OF ACTION 1:

KEY WORDS:

CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families

Activity polygon, Dividing in groups,

are involved in punctual or all year actions at school.

Competition

FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: Various forms of movement are very important for preschool children. Sports help in the child’s development, to learn the rules, new skills, and most importantly all of this is done through playing. Parents suggested that we create a mini Olympics that all children will be able to participate, compete or cheer. It all started when we prepared our pre-school children (in the age of 6) for the County kindergartens Olympics. Parents will work with educators to design ground activities. They will present sports to the children and practice with them 2 times a week. Activities will be appropriate for all children, aimed to meet their psycho-motor development and todevelop it further.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities

SHORT ACTIVITY/PRODUCT DESCRIPTION: At the beginning we set polygon for activities suitable for children and their age. We were careful to meet all their needs. We agreed which days of the week we will practice. Polygon was composed of four different activities: 1

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•

leading the ball with hockey stick between 4 cones

•

driving with pushing car between 4 cones

•

parent pulling two children on a sheet

•

Walking with tied legs - one parent and two children

For each activity it was necessary to watch over the safety of children. The last activity with walking with tied legs was the children’s favorite. Since we had two identical polygons, the children were divided in two groups dressed in T-shirts of the same color, one set of blue and the other red. Children not participating in sports sat on mats and encouraged their friends. Attention was given to how precise tasks were getting done, not who will win in the end. We all know that the most important part is to participate, not to win.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Materials: cones, tennis balls, hockey sticks, pushers (toy car), fasteners, sheets for pulling, t-shirts, mats Time: one hour for arranging and setting up the polygon practicing with children 2 or 3 times a week Space: school’s sports hall Number of people involved: 6 parents 12 participating children 20 children cheering 3 teachers

FAMILIES AND TEACHERS ROLES: The parents have created activities and they set up the polygon for activities. One parent brought the balls, and the other provided two little cars. They set up the polygon every time we came into the hall and with the children they practiced certain elements of movement. One parent would always warm up the children through a game, so they could be ready to overcome the obstacles that they had been given. Teachers coordinated children together with parents and ensured that everything is customized and accessible to children.

EVALUATION AND IMPROVEMENT PROPOSALS:

Parents have gained experience of planning and adjustment of sports activities for children. They all played in a sports world where it is not important who will win but to participate. As a continuation of the activity, parents proposed introducing similar sports program in the regular program so children could learn from the earliest years about healthy and active lifestyle. Some parents said they will work in consultation with the teacher to come and keep some sports facilities for which they are competent.

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AUDIOVISUAL DOCUMENTATION: Photographs Familiesâ&#x20AC;&#x2122; opinion: This kind of cooperation we really liked. New customs, culture, language as many possible for children to broaden horizons and become citizens of the world. Cooperation with parents was great. More and more parents should get involved to recognize the importance of cooperation in the joint education of children. (Androâ&#x20AC;&#x2122;smother)

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org ACTION: HEALTH RECOMMENDATIONS FOR CHIDLREN AGED 0 TO 2 LINE OF ACTION

: 3. LEARNING COMMUNITIES: KEY WORDS:

Meetings between families or families-teachers to reflect on common interest topics.

Health Illness Virus Healthy habits

POINT OF DEPARTURE: The form teacher of the 0-1 year-old class spoke to one of the mums who is a nurse at San Carlos General Hospital in Madrid, about informing us on the steps to take when there are signs of illness.

GOALS2: 5. Inspire joint training action in educational institutions in order to improve educators’ and families’ skills as prime educational agents

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: BRIEF DESCRIPTION OF THE ACTIVITY: Information was given at a talk that took place after school (4 to 6 p.m.) so that most families could attend. The talk emphasised the first signs of frequent illnesses and the tools to use once an illness had manifested itself. It focused on 0- to 2-year-olds, as being the ages when illness is most common. Explanations were given on how to perform nasal irrigation in children.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): A PowerPoint presentation was used to explain. Syringes with saline solution were used to learn nasal irrigation techniques.

ROLE OF FAMILIES AND TEACHING STAFF: The mother designed the PowerPoint presentation and explained and showed the most important aspects at this age.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: It was a very useful session where families were grateful for the mother’s efforts. I think it is a very interesting subject which supports the school’s work and helps families understand the importance of not bringing children to school when they are unwell.

AUDIOVISUAL DOCUMENTATION: PHOTOGRAPHS FAMILY OPINIONS: It was a very positive experience; from my professional perspective, looking for information is always enriching and having to stand up and give a talk with a PowerPoint presentation made me quite nervous… but left me with a good feeling of fulfilment and satisfaction afterwards, motivating me to do this kind of thing more often. As a 1

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mother, I felt very useful sharing how I look after my daughter with the other mums and dads, giving them the tools to feel more confident in this area. I felt well rewarded for the talk by the other parents. I would do it again right now! The talk was very simple to prepare. The school was very obliging and fitted in perfectly with my needs. During the preparation, I shared the subjects Iâ&#x20AC;&#x2122;d be dealing with so we would have common aims. When the idea of the talk cropped up, I thought it would be very useful for any infant school and I am happy to carry on giving it whenever necessary. Paloma Arenas LĂłpez

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant School

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTION: HUERISTIC PLAY WITH WASHING UP BOWLS LINES OF ACTION 1: 1.

BUILDING AN EDUCATIONAL COMMUNITY. The families are involved in specific or annual activities in the School.

Families are involved in specific or annual events in the school

FAMILIES AS EDUCATORS. Families perform workshops or annual activities (of a varied length) every year. They can go ahead independently or with the collaboration of the teachers. The idea behind this is to develop life skills and the different curricular areas.

KEY WORDS: • • •

Free play Experimentation Washing up bowls

STARTING SITUATION:

A mother from the 2-3 year old class suggests to the class teacher the possibility of repeating an activity that she had done at home with her daughter. Allowing her to play with different types of plastic bowls and experiment with their possibilities.

GOALS2:

To promote the role of families in our European educational centres as active educators in the integral education of their children and the development of the curriculum. 2. To increase and diversify the channels of information between the schools and the families

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: The competences that worked on in this activity are: Social and civic Cultural and artistic Autonomy and initiative Learning to learn

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): The teacher suggests that the mother take charge of this activity, with any necessary support that she needs from the teacher. The mother gets all the families in the class to bring a couple of washing up bowls each, of varying sizes.

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The activity is carried out with the 2-3 year olds in two groups, each group participates for 30 minutes. The workshop is divided into two parts: • The first part without stages and giving them the freedom to do whatever they want. They are given the bowls and allowed to explore and use them freely and spontaneously. • The second part consists of the students expressing their opinion about the activity during the assembly. Resources: Washing up bowls (at least one each), a big room where they can move about freely, the mother responsible for the activity and the teacher.

FAMILIES AND TEACHERS ROLES:

The mother that was responsible for this activity gave pertinent instructions, and only intervened when necessary during conflicts or disputes that the children weren’t capable of resolving alone. The teacher was there to support the mother at any moment necessary and intervene in the cases that needed their role.

EVALUATION AND IMPROVEMENT PROPOSALS:

Despite the simplicity of this activity, it was extremely gratifying for the children and adults involved. Very important to have time before and after the activity to coordinate and evaluate the activity properly.

Audiovisual Documentation: Photographs Video Opinion of the families:

Free play with specific materials fascinates me. I wanted to strengthen this activity in class involving all the families. The idea was to bring an object from our daily life, which we use at home, but without having to buy or make anything. Participation was essential but at the same time effort was hardly required. I felt very happy doing the activity, when I suggested it to Loli, she didn’t doubt it; “Do it”. After that I asked families what they thought and they loved the idea. That helped me feel sure in setting up the activity. My relationship with the kids consisted of presenting the activity with a sentence and afterwards allowing them to observe, and enjoy what they created. They built, transformed, laughed, invented, smiled, imagined, cried and resolved problems without hardly any adult intervention, only on one or two occasions when we thought there could be a problematic conflict. I also accepted anyone that needed comforting. In this case we used washing up bowls, but it could have been anything. The activity could easily be carried out during the year with any type of material that families decided, and they take turns in carrying out the activity. What was learnt: It was fantastic to be able to share the classroom with your own daughter and teacher. Confront and enjoy different ways of doing something together. Regarding the kids, I think that this activity promotes autonomy, imagination and a never ending set of skills that enrich the presence of family members as a new reference in the classroom. Sara, Julia’s Mum. (Ramón the Horse class)

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ACTIVITY REPORT Email to be used to ask questions:

SCHOOL/S: Kindergarten “Dječji svijet”

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Parents and children spending time in nature LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school.

a new field of activity - learning in nature in cooperation with the community hiking, woods, trees, nature

STARTING SITUATION: Assessment of parents and professional kindergarten workers is that children spend less time outside, especially in the areas outside the city, in the countryside. Children don’t walk enough and they rarely use natural movement, down or up the hill. That is why we organized a new branch of mountaineering association, section “Cevo”, under the Mountaineering Association MIV from Varazdin. Our main goal is to organize joint field trips for children, parents and teachers from kindergarten “Djecji svijet” that will be held once a month.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. Improve the cooperation and relationship between families and every participating institution. 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 5. Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities. 6. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation. A fundamental principle of this activity is the flexibility of all the factors of the educational process: parents, teachers, professionals, wider social environment. Flexibility implies the involvement of other partner organizations in the realization of the needs of children. In such an extended cooperation of parents, educational institutions and other partner organizations preconditions are being created for the development of potential of every individual, in his own pace. Connecting kindergarten with other partner organizations in the community enables the exchange of knowledge and experience of various contents as well as methods of work with children. Staying in nature allows unfettered and free movement for children. At the same time they explore with all their senses. By being in nature, children learn through play, they connect and understand many phenomena and concepts that are introduced to them as information through various sources of indirect learning. At the same time, being 1

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in nature encourages children to make creative solutions and practice their leadership skills; it increases their attention and ability to listen. It is equally important, that by spending time in the nature, children increase their cooperation with each other, gain experience of the need for joint action and directing their behavior to help each other.

SHORT ACTIVITY/PRODUCT DESCRIPTION: Parents wanted that their children spend more time in the nature, so at joint initiative of parents and kindergarten workers we formed new mountaineering section called “Cevo”. With this kind of organization, with help from mountaineering guide, we ensured safe movement on hiking trails and unknown paths through woods. Active stay in nature and hiking enabled the children to become familiar with sense of comfort and special mood that derives from such activities. In addition, children gain experience of staying in nature which is full of unforeseen and new experiences and they learn to react in unexpected, new situations in different ways. At the same time, they develop sense of mutual trust, as well as development of self-esteem for overcoming mountain ascents and various obstacles on their way. Through that whole time, parents and adults where there to secure support for their movement on new and unfamiliar paths. Our first trip was to local hill Kalnik, with its peak at 643 m. Walk through woods enabled many new experiences. Children were introduced to variety of plants. They spotted the difference between trees. They observed tree roots, how they emerge from the ground, and learned how trees receive water and food they need for growth through the roots. During the hike both children and adults enjoyed delicious forest strawberries and blackberries. The hike itself ensured positive feelings of success, as well as awareness of personal physical ability and fitness. When we reached the top of the hill everyone received their own hiking cards and became members of Mountaineering Association MIV. In addition to climbing to the top, we also climbed the old city walls of fortress from 12th century where children learned about stories connected to the fortress. On our way down children’s attention was drawn to rock climbers in the middle of their training and it was followed by many children’s questions. Answers to their questions provided them with new knowledge and possibilities of different ways of organizing personal free time. They also learned about different sports that are carried out in the nature and mountains. Our way back in the bus was filled with excited testimonies of all the experiences they gained through the day.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Materials: it is necessary to provide adequate clothing and footwear Time: Duration of the activity can be planned and realized in different ways. Our activity lasted 7 hours, including 2 hours bus ride. The rest of the time was spent outside, in the woods. Space: place of visit needs to be planned ahead. The itinerary should be made by a person who knows that particular area. It is important to choose places without steep and impassable paths, so that every child could go through planned way and overcome natural obstacles on his own. Number of people involved: our first trip attended 20 new members – 9 children, 8 parents and 3 teachers. Number of adults should depend on number of involved children. It should also depend on difficulty of hiking trails and possible emergency situations, as well as on age of children. Route should be planned by a qualified person, such as mountain guide, while parents and teachers participate by coordinating the trip, raising necessary money, informing all participants on the possibilities of supplying water and food…

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FAMILIES AND TEACHERS ROLES: Parents were active involved during proposing our travel destination and organization of activity content. During the activity they introduced children with plant vegetation which is characteristic for the spring. They also helped the children with experience of finding a suitable stick that helps with climbing. The children adopted the skills of natural movement at steep slopes, various natural surfaces (rocks, earth, grass) as well as the skills of descent down the slope. Parents where there as support for the children, as well as a model of behavior in unpredictable natural conditions.

EVALUATION AND IMPROVEMENT PROPOSALS: The planned objective was achieved. This activity was first of our regular monthly stays in nature and it encouraged learning in natural ways, in new and unexpected situations which expanded our knowledge of natural changes as well as responsibility towards others. The activity can be improved by equipping children with various accessories (compass, binoculars, magnifying glass, camera) that are suitable for research in nature. It is also possible to include different sports activities in nature. In addition to that, it can include learning about wild edible plants by which would children even better get to know the variety of plant life, as well as distinguish edible from poisonous plants.

AUDIOVISUAL DOCUMENTATION: PHOTOS KALNIK PHOTOS MEDVEDNICA Familiesâ&#x20AC;&#x2122; opinion: I am very pleased with this common activity in the mountains. I especially liked that I met parents and children, which I have not seen so far in the kindergarten. I made friends with other children and their parents, and I'm going back home refreshed and filled with new strength and vigor (Mark's dad) It was wonderful. If I did not go to this trip I would spend time home alone with my daughter. This way we were in good company, together with parents, children and staff from the kindergarten. We will definitely go next time. (Marina's mom)

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: LANDSCAPE VALLECAS LINES OF ACTION 1:

KEY WORDS: Community action, environment, 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our citizenship, culture. surrounding space is recognized as a third educational agent in our project and becomes a learning resource.

POINT OF DEPARTURE: The project PAISAJE VALLECAS (Landscape Vallecas) is a joint initiative between the local authorities, the school and its families and meets the aims outlined in Project SELF of opening up and using resources in the local vicinity.

GOALS2: 1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in ad hoc or all-year-round actions at school. 3. Facilitate communicative and cooperative ties between the families of the institutions participating in the project. 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognised as a third educational agent in our project and becomes a learning resource. 10. Stand out as European educational institutions that value their school projects, understanding children’s education as a shared responsibility between families, professionals and environments with a view to raising the quality of the learning process.

BRIEF DESCRIPTION OF THE ACTIVITY: The project involved little art actions in the public arena, designed and executed from the grassroots. Zaleo’s participation in the project was channelled through parents at the School’s Parents’ Association which presented a proposal to restore underused public spaces near the school that were in poor condition so that they could be used as an extension of the school’s space. The aim was to make them useful to those who wished to use them for social and cultural purposes. In other words, they would be a space which could accommodate leisure, art, entertainment, sports, learning and ideas… To achieve this, materials brought by pupils and families were used and a cleaning-up day took place at which 1

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local residents had lunch together and they took the opportunity to present proposals to improve the space that had been discussed at assemblies that took place in our infant school. Transformations promoted 

LIGHT: shades (canvases, plant roofs...)



RELAXATION: areas where people can relax (meeting point)



COLOUR: painting flowerbeds, ground and lampposts; plant decoration (we want to attract attention to the place and raise awareness about looking after public space)



FURNISHINGS: portable furnishings that can be put away and taken out when it is to be used by the community.



NOISE: sound screens to limit or prevent disturbance of local residents, using plant elements and recycled materials.



DYNAMISM (LEISURE AND CULTURE): space which can be used by people of different ages and with different interests:

Activities promoted by school families 

Theatre and puppets



Creative workshops



Chess



Informal flea markets (arts & crafts, exchange or sale of used items for charity)



Music



Exhibitions



Games (re-discovery and reinvention of traditional games; current games that can be shared)

METHODOLOGY & RESOURCES USED (material, human, venues, time, number of pupils…): The school provided a space for families to meet and the consumables needed. Four- to six-year old pupils used plastics to make decorations for these spaces.

ROLE OF FAMILIES AND TEACHING STAFF: Essentially, it was the families who proposed the initiative in conjunction with social, cultural and neighbours’ associations. The families cooperated in launching the proposal with the help of the education team who offered ideas of how to reconvert these spaces into places that would be useful as an educational resource.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: The link with the environment is a key factor to enable committed education and for an open school to become a driver for change, and also for the neighbourhood and local residents. There are many opportunities that could be presented if we are attentive to local social and cultural movements.

AUDIOVISUAL DOCUMENTATION: Photographs FAMILY OPINIONS: Landscape Vallecas is an exercise to transform public space that has deteriorated or is underused that is being promoted by Madrid’s local authorities. As an exercise, it is intended to involve local residents, users and associations, the education network and creative players, inviting all of them to put forward ideas and get

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actively involved in the process of transforming these spaces. It is also an invitation to use artistic expression as a tool to transform the urban landscape; in short, it is an act of citizenship expressed through the recreation of public space.

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ACTIVITY REPORT SCHOOL/S: "Djecji svijet" Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Organization of children's library in the kindergarten LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school.

Library in kindergarten, donating books, book

4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

exchange, connecting children and parents by reading

STARTING SITUATION:

In one of the towns where our kindergarten works, there is no library and children are limited to reading books available at kindergarten or at home. When children started to bring picture books and books from home on their own initiative, and they began to talk about mutual borrowing books from home, educators had a joint meeting with the parents and suggested a joint activity of parents, primary schools and kindergartens in the collection of books and organizing children's library in kindergarten.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. Improve the cooperation and relationship between families and every participating institution. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change. 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

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6. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation; 8. Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

SHORT ACTIVITY/PRODUCT DESCRIPTION: The activity started in late September 2015, when the idea of forming a library in kindergarten was proposed at parents' meeting. The parents accepted the idea and together agreed that everyone, according to their ability, will donate children's books, picture books, encyclopedias or other printed materials to organize the library in the kindergarten. Each child will be able to borrow a book from the kindergarten library and bring it home. In mid-October 2015, teachers have organized a visit for the librarian and students from nearby primary school Vladimir Nazor from St. Elias. During the visit the librarian introduced the children with librarians work, and students have read books to the children which they have selected. On that occasion, the school library donated 20 picture books to the kindergarten, and every child got a bookmarker. Thus, with the help of parents and school library, the number of books in the kindergarten library has increased. In accordance with information about the library and the librarian jobs that educators and children got from the school librarian, we organized a space for "children's library" in the area of kindergarten. The parents and children agreed that they can borrow any book from kindergarten and take it home, and bring it back to kindergarten within 7 days. In order for children to adopt the principles of borrowing and returning books to the library, we made cards for each child in kindergarten that needs to be shown when borrowing and returning books. We also incorporated a special notebook with records of borrowing and returning books in which each child has his own page with his name and surname, the date and the name of the borrowed book, and date of return. The kindergarten library was well accepted by children and parents. Books are being borrowed by children of all ages, while for the youngest child in kindergarten (14 months) picture books appropriate to his age are borrowed by his mother. According to the information in the notebook records, each child on average lends 2 books a week, and from time to time they bring more books for the donation. In addition to improving the quality of educational practice in kindergarten and contributing to the overall wellbeing of children, the activity contributes to the higher quality of spending free time for children and parents through shared reading, browsing and chatting about books. Thus parents became involved as active participants in the realization of the curriculum in kindergarten. Activity of organization and work of children's library in the kindergarten was presented in the elementary school Vladimir Nazor in St. Elijah.

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METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Children's books, picture books, encyclopedias. Necessary cooperation with parents and primary school. The activity includes all children from the kindergarten. 24 students and two teachers from elementary school were included.

FAMILIES AND TEACHERS ROLES: The activity was organized on the initiative of teachers, with the agreement and cooperation with the parents. Borrowing books is the responsibility of children, while parents are involved in activities with children at home. It is particularly valuable that the activity of reading brings parents and children closer together, and contributes to the education of children, development of pre-reading skills, language development and creativity.

EVALUATION AND IMPROVEMENT PROPOSALS: Extending the fund of children's libraries, and eventually opening the library for children who do not attend kindergarten.

AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: The teachers’ idea of launching children's library connected the children and parents by participating in the joint action of collecting the books. We have gained new experience of joint problem-solving, and at the same time all of us together contributed to the quality of education for our children. I'm particularly looking forward to the amount of books that we can now read to our child at home, as well as the time spent reading with the child. We are now connected by a common experiencing of emotions and talking about books we have read. With picture books and stories, education of the child is also expanded by reading various information from the encyclopedia and by talking and answering questions after reading. (Mother Natasha)

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant school

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTIVITY/PRODUCT: Light table workshop LINES OF ACTION 1: FAMILIES AS EDUCATORS:

KEY WORDS:

1. BUILDING AN EDUCATIONAL COMMUNITY. Families are involved in specific or sporadic actions in the school. 2. FAMILIES AS EDUCATORS: Every year families hold workshops or small activities (of differing length) They often take shape independently or sometimes together with teachers in order to support the development of abilities, life skills and / or curricular areas.

• • • • •

Light Shadows Opaque Translucid Experiment

STARTING SITUATION:

The need to incorporate a Light table into the classroom is discussed. The classroom tutor makes one in the trimester teacher-parent meetings. The tutor prepares all materials in this meeting and families are set to work in two groups to create the light table. One of the groups creates the Light table, and in the other group the families think of ideas of how to use it in class activities. Once finished, we evaluate every way it could be used as a classroom tool. The group really enjoyed the experience of investigating and using this resource. They were offered the possibility of a weekly workshop where families were responsible for implementing it, obviously using the support of the tutor. This workshop started off very enthusiastically.

GOALS2:

To promote the role that families have in European schools as active educators in the education of their children and the development of the curriculum.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: The competences worked on in this activity are: Social and civic. Mathematical communication. Autonomy and initiative. Learning to learn. Knowledge of and interaction with the physical world around us.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Families held a weekly workshop that lasted 1 hour and 30 minutes, aimed at the 19 children from the 2-3 year old group. The groups consisted of 5 children in each group; each group participated for 20 minutes. Each family member prepares and brings the material that students work with: The workshop is divided into two stages:

LINES OF ACTION GOALS 3 COMPETENCES 2

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1. Part one: unmarked guidelines, allowing for freedom of action. They can use the materials in any way they wish and explore them freely. 2. After that the tutors make a specific proposal in which the light is the protagonist in relation to the objects that have been brought into the workshop. Construction of light boxes, One of the Mum’s in the Light table workshop with 2-3 group proposes an activity with the students of the class of 5-6 year olds. Each child constructs a light box using shoe boxes, this takes place one afternoon. Materials: Light Table: Wooden boards, tools, fluorescent lights, electronic material, transparent acrylic sheets, greaseproof paper and different objects to experiment with. Light Box: Shoe boxes greaseproof paper, torches. Teachers, support teachers and families in the in the 2-3 and 5-6 year groups, different materials and products. A camera was used to record the actions carried out during the workshop. The activity ran for 5 months, 20 families have participated as workshop leaders; each session has been different due to the fact that the materials have never been repeated. Each family prepared the material used for each session.

FAMILIES AND TEACHERS ROLES: Families propose the content of the session and then together with the teachers decide on the viability of the session related to the materials available. The tutor supports the workshop and the proposals that the families come up with on a pedagogical level, making sure that the activity is related to the curricular contents.

EVALUATION AND IMPROVEMENT PROPOSALS: It is important that the space where the activity takes place allows for sufficient autonomy but doesn’t interfere with other activities that are happening in the classroom. It is also important to make sure that there is enough time to coordinate the activity between the teachers and the families.

Audiovisual Documentation: Photographs Opinion of the families: OTHER: download this report

In general, they have expressed their satisfaction and surprise at being able to perform the activity, the challenge of the changing roles that firstly made people feel insecure then led them to change their perspective of the children’s skills and possibilities. They assessed the opportunity of working with the educational team on the education of their children very positively. Something that stood out was the students’ attitude to treat them exactly as the tutors. Also their autonomy and capacity for working and the desire they have to experiment and discover.

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ACTIVITY REPORT Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

SCHOOL/S: Zaleo Infant School ACTIVITY/PRODUCT: LIVE MUSIC DAYS LINES OF ACTION1:

KEY WORDS:

1) CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school.

LIVE MUSIC LISTEN ENJOY FEELINGS HAPPINESS PARTY INSTRUMENTS SINGERS…

2) FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: For many years we have been celebrating musical conferences, having different live performances. The type of music is so varied: Caribbean music, flamenco, pop music, chamber music, choirs, several instrumentalists (violin, saxophone, Spanish guitar, drums…), South American folklore, brass bands, batucada, etc. We always intend to classify music on a leading role in the teaching-learning process, trying to get that families and school personnel become crucial educational agents. If we are used to listening to music, singing chorus and moving our bodies follow the rhythm for a very young age, our boys and girls will have a better sensory system, have more neuronal connections and develop easier some skills (creativity, increase of self-esteem, increase of memory, attention and concentration, solving quicker Mathematics problems, extending their complex rational thought and improving their expression ability, etc.).

GOALS2: 1. 2. 7.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 5.-Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation.

LINES OF ACTION GOALS 3 COMPETENCES 2

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6.-Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts). According to these competences, some goals are defined:        

Respect the basic cohabitation rules Enjoy and involve in drama activities Show respect towards all the musical performances Participate actively in musical proposals Listening carefully all the musical performances Know the different kinds of music Show interest to learn Keep the attention whereas the performance is in progress

SHORT ACTIVITY/PRODUCT DESCRIPTION: It consists of live musical performances, carried out by the families, school personnel and any others related to them. We use an indoor or outdoor space, depending on the type of music and the weather. Thanks to these activities, boys and girls would learn to love music, to feel it as something very closed, not only to hear it, but to see how the artists are part of their educational process. All these agents are their own relatives, families, friends; they also can play the instruments and receive information about them, etc.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Methodology: Based on all the information provided by the parents about their competences and their possibilities of participation And by tutors about musical conferences at the meeting rooms, those conferences became truth at the beginning of the course. Before the performance, teachers work with pupils the musical activity they will attend later. The coordinator, a teacher, keeps in touch with families and relatives fond of acting. The timing supposed to be decided, taking into account the criteria thought by the staff meeting. Additionally, the schedule of the performance might be fixed according to the availability of the school, setting some activities in the mornings just for the pupils and others in the evenings for the families. At last, all the performances are uploaded on the school´s website. Resources: (Indoor or outdoor) large facility, stage, fabrics, pupils’ drawings with musical symbols to decorate the stage, the suitable lightning, microphones, sound equipment…

FAMILIES AND TEACHERS ROLES: Families:  They participate as musical active agents (playing instruments or singing), connecting with other outside musicians  They also take part as listener spectators Teachers:  They prepare the space for the performance and they decorate it; providing with the necessary tools to do the activity (microphones, lightning, sound…).

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 

Providing, coordinating, encouraging, planning and dynamizing the role of families and the rest of the educational community. The present all the performances as well as the thanks.

EVALUATION AND IMPROVEMENT PROPOSALS:    

The global assessment of the musical conferences has been so positive, either by the side of school personnel, or by the side of the artists in charge of the performances and families as spectators. On the other hand, boys and girls have strongly enjoyed and put their happiness into words when they discover that the artist was a known face (the father, the mother, a friend…) as a closed experience. Bearing in mind the number of performances, all of them have taken places in a long time. We have tried to distribute the performances along the mornings and the evenings, taking into account the availability of musicians. It is also important to remember that it was destined for children in the morning and for adults in the evenings.

AUDIOVISUAL DOCUMENTATION: Photographs Video

Families’ opinion: The assessment of the families is highly positive:  They agree in the differences between children and their tastes and their ways of expressing their emotions; by that way they have transmitted their feelings to the artists: “They are the most courteous and intelligent spectators to interact, spectators that express their feeling so sincerely and purely”. At the beginning of the performance they have felt a little nervous being in front of very special spectators, but later, they have been extremely surprised by their ability of listening and joy.  They have felt very satisfied because of their participation and they will repeat again. They estimate that these types of activities are essential for the pupils´ formation and for the development of their abilities in interaction with music. “It is evident that children are accustomed to take part in these activities as one more element of the educational activities held by the school”.  They consider that is a viable activity due to the affordable budget.  The value the role of teachers providing resources and their time, they have felt so welcomed and “supportive at educational terms”.

Others: Download this report The effects of music in Children Brains http://queteescuchen.com/efectos-de-la-musica-en-el-cerebro-de-los-ninos/

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ACTIVITY REPORT SCHOOL/S: Zaleo Nursery School

Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

ACTIVITY/PRODUCT: MAKING PUPPETS LINES OF ACTION 1:

1) CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school.

2) FAMILIES AS MAJOR EDUCATIONAL

KEY WORDS:

PUPPETS THEATRE DUMMIES AGENTS: DRAMATIC GAME

STARTING SITUATION:

In order to do the dramatic game, cooperation is asked to families to make puppets thanks to an explicative poster. Additionally, we speak with two mothers individually, to involve them in the development of the activity.

GOALS2:

1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula.

CONECTION TO CURRICULA/PUPILSâ&#x20AC;&#x2122; COMPETENCES 3/SKILLS DEVELOPED: 1.

6. Cultural awareness and expression, which involves appreciation of the importance of the creative

expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

SHORT ACTIVITY/PRODUCT DESCRIPTION:

According to the development of the dramatic game workshop we thought about the necessity to make our puppets to work dramatization, the language and creativity. Owing to be an activity that requires an individual attention per pupil, we considered to take into account families as educational agents which offer us their knowledge and help. There were two previous meetings with two mothers to explain them which is the main purpose of the activity, the development of this one, which will be their roles and days and timetables. The school expert is in charge of providing spaces, groups and material to develop the activity.

LINES OF ACTION GOALS 3 COMPETENCES 2

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Once we had finished to make puppets, two mothers were invited (at the time dedicated to the workshop) to see a short performance in a small puppet´s theatre. Each child had time to introduce his/her puppet and to tell us their names and the name of their dummies while they sang or told us a story.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…):

Two days are required to do the activity (2 mornings, from 9:30 to 11:00) due to the group consists of 39 pupils. These two mornings aren´t included in the proper dramatic game workshop. The teacher always coordinates the activities, the children and the material. The material to be used are shocks, hot glue guns and several material to make eyes, hair, mouth, nose, etc., for our puppets. We also use a small theatre for the performance. This activity is developed out of the classroom, in a place where materials could be shown to children and therefore to elaborate their puppets without any danger of getting burnt with the hot glue guns.

FAMILIES AND TEACHERS ROLES:

With no doubt, families are the supporters of the knowledge process. All the adults who participate are not experts at making dummies although they are willing to help and give their all at the classroom. The teacher must invigorate the role of the families to make them feel comfortably, to make they enjoy and see the progress of their children.

EVALUATION AND IMPROVEMENT PROPOSALS:

This one has been an entertaining activity not only for families, but for students. Finally, the same families ended up making their puppets. It requires an extra time for the expert in order to look for materials, gathering with families, preparing the workshop… It is crucial the previous meeting with families to tell them which is their role and what is expected by them.

AUDIOVISUAL DOCUMENTATION: Photographs Families’ opinion:

“It has been a great and very interesting experience in which we expect children have felt as comfortable as us. The teacher has provided us all type of material and children´s creativity was the cause of the success as well. It has been very easy to work with them and taking into account the enjoyment of our daughters and the success of the results. As far as I am concerned (Pilar), I have been aware of the huge and surprising creativity I had and I am very proud of myself. We recommend this experience to all parents who might dedicate a little time to share any activity with their children”.

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Contents

ACTIVITY REPORT Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

SCHOOL/S: Zaleo Infant School

ACTIVITY/PRODUCT: SUPPORTIVE WORKSHOPS TO THE OUTDOOR ACTIVITY MAKING RECYCLED PAPER LINES OF ACTION1:

KEY WORDS: OUTDOOR CLASSROOM

ACTION 2. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas. ACTION 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS

WORKSHOP IN THE PARK TREE, TRUNK,WOOD USING WOOD RECYCLED PAPER

STARTING SITUATION: The initiative of creating an Outdoor Classroom at Zaleo Nursery School was born thanks to the educational exchange from some European schools, among some of them was included Zaleo, linked to an European participation COMENIUS project called SMOL (Science and Mathematics Outdoor Learning). This project proposed to deepen and strengthen thoughts and experiences related to the learning of Science and Mathematics in the environment. It started in the course 2012-2013. The Outdoor Classroom activity set up in September 2013 at Zaleo school with the rooms of pupils between 4 and 5 years old, extending it later to the 3 years old children. Consisted of the appropriation of our educational community of the public space, a park located in front of our school (Parque Lineal de Palomeras), 3 times a week as an extension of the scholar spaces. It has worked incredibly to motive the learning (observing, investigating, mixing, writing, telling, solving problems…) and the responsible intervention of the environment (taking care and improving measures), discovering a new sight of boys and girls towards this outdoor space gifted by a new value to enjoy and learn. Whereas the activity is in progress, we run into with different kinds of trees. We observe, touch, play, discover (their parts, their characteristics, their shapes, their names…) What are differences between a tree and a bush? Which is the structure (rings) of a tree? What happens with the top and the leaves along the year? What is for wood? Rafa, who is the father of two girls that attend to school who are 2 and 4 years old, used to work as a free time entertainer and he knows certain technics to work paper, in concrete making recycled paper. As a result of the survey delivered at the beginning of the course to the families about their competences and in collaboration with the educational personnel, this activity was done with the pupils of the rooms of 4 and 5 years old, independently his daughters groups.

LINES OF ACTION

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2 3

GOALS COMPETENCES

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First phase, preparing recycled paper (basically, newspapers): tearing, cutting up and soaking. To hold this process we try not to alter the daily timetable. The time dedicated lasts 30 minutes approximately. There is also a person in charge of the activity who is the Outdoor Classroom teacher. Second phase, workshop activity: producing paper´s plaster and then use it to make recycled paper. The process must be easy and handy for everyone: choosing and getting ready the stretchers, selecting the color for the plaster, straining, pouring out and stretching to get dry. For these sessions in particular we dedicate 3 mornings, from 10 a.m. to 1 p.m. Each session involved 8 boys and girls according to their classrooms: 3 groups who are 4; 2 groups who are 5. The maximum duration of every session consists of 1 hour and a half. All the activities are thought by the father that is an expert in the matter. He chooses and explains the information to carry out the activity, suggests certain questions, tries to response all the children´s enquires and proposes different ways to act while we are doing the activity. At last, we collect dry paper. Once again the Outdoor Classroom teacher is responsible for being controlling pupils´ tasks. As a result, this recycled paper will be used according to the teachers or the school schedule. Whereas the activity is in progress, we encourage children to take pictures of all the process. Anyway, there is an adult who is photographing each moment as well.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Facing up to daily problems and looking for the best solutions at any moment to solve problems individually or in team, is the main reason of learning in life. In this permanent learning process are crucial the references provided by our families and societies. The suggested methodology chases to put in contact the information and the experiences added from an expert (in concrete, Rafa, the father of two pupils at Zaleo) with the observation, knowledge and previous experiences among boys and girls. Moreover, we can discover new strategies to solve doubts as far as paper is concerned: its origin, its fabrication, its preservation, or in which consists the recycling… To make easier the relation between the knowledge of the expert and the real necessities of pupils, the teacher who is in charge of the Outdoor workshop does previous activities with each group. The aim is provide information about who and when is coming to visit us and keeping company in the park, which is the reason, how important are his teachings, etc. Furthermore, we share our knowledge and what we expect to learn about trees, wood, paper, and its daily use. Therefore, we can tell everything to Rafa, the father who will accompany us the day of the activity. He may provide us all the answers. At the school, the workshop to make recycled paper it is held in small groups to make easier the active participation among boys and girls. It is essential to foresee the amount of material according to encouraging pupils to work at the same time. As usual, the father responsible for the activity will be in charge of providing all the material. The suggested process must be easy and so clear. By this way, all children may learn independently, without the help of an adult. Additionally, we must bear in mind having other parallel activities with the unique intention of not wasting time. In concrete, tearing paper for future activities at Zaleo. We also add the contributions of the children. The total duration of the workshop will be no more than 1 hour and a half (explanation of the process, division of groups and carry out the tasks).

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Considering that the activity is realized with large groups (one or two groups), it is important bearing in mind having enough adults to accompany children.

FAMILIES AND TEACHERS ROLES: The relative who is responsible for the action, suggests, organizes and dynamizes the development of the activity as far as his personal criteria, taking into account the suggestions and the terms already decided in the meeting with the educational personnel. He will also add the specific material that he need for the presentation and the walk along the park. The teachers that take part in the activity is in charge of the previous training: who is coming to visit us and accompany, which is the reason, how important are their teaching, etc. Within the previous preparation, the Outdoor Classroom teacher organizes the tearing and soaking of the newspapers to recycle. This process is necessary to have enough paper and plaster used at the workshop. In addition, he will get ready the timing, the place, the facilities and the material, as long as he had spoken with the father in charge.

Whereas the activity is in progress, the teacher must support the father to create an atmosphere of attention and concen dynamic. The teacher also divides the groups of students. He adds the contributions of the children as well. In the following days, once paper is dry, the teacher will collect it along with pupils to use it for future events.

EVALUATION AND IMPROVEMENT PROPOSALS: The general evaluation has been very satisfying not only from educational personnel but boys and girls along the familiar in charge the activity. These actions make visible the presence of mothers and fathers in the schoolÂ´s life. As a result, it is essential the acceptation and the naturalness in the attitude of the students for the presence of a relative in the coordination of the activity. The division of the workshop in small groups (5 groups including 8 boys and girls in each one) facilitates the active participation of pupils at any time. Whereas the activity is in progress, it is crucial to program any parallel activity in order to avoid annoying delays. In concrete, tearing paper. According to make easier the self-sufficient of the boys and girl is necessary to choose a proper size for the Stretchers. Either if they are too large, or if they are small could be useless to do the activity. The proposal of several ways of making paper (the colors for the plaster, the size of stretchersâ&#x20AC;Ś) contributes in the Learning process when children discover that itÂ´s not necessary having only one way, exist loads so successful. It is crucial to take into account having enough adults specially to make paper providing the suitable individual Attention that some children require. In this case, there were 3 adults (1 in charge of photos and videos; 2 helping all the time children while pupils were doing the tasks) for each group of 8 boys and girls. It is also important to fit timing and activities to avoid being in a hurry at certain moments.

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AUDIOVISUAL DOCUMENTATION: Photographs Shapes with the paper paste Families’ opinion: “Just to start, I would like to say thank you for the opportunity to participating in the internal activities at the school sharing the daily lives of teachers and all the educational personnel. As a father and inexperienced according to nursery education, it has been a rich occasion to verify how our children work and live indoors. Above all, the joy they obtain from the school. According to the activity, I find it suitable for those ages due to it is formative at the same time is enjoyable. The relationship with Lorenzo has been so easy, allowing me to participate at any time and at any activity, fitting all the time with the children. Even, I have felt as another teacher. I strongly encourage keeping on doing this type of activities gathering educational personnel and families. I highly recommend other mothers and fathers to live experiences like this one. Thanks to this opportunity, now I can value even more all efforts from teachers”. RAFAEL BECERRIL

MAKING RECYCLED PAPER. 2nd YEAR. During the second year of this initiative, the activity was conducted with the 4- and 5-year old classes. It was led by Rafa (Clara and Leire’s father). But another relative helped at the workshop. With the 4-year-old class, the same activity took place as last year: MAKING RECYCLED PAPER. The main NOVELTY this year was with the 5-year-olds: they had already made recycled paper in the previous year. This year, the activity was given over to modelling SHAPES WITH THE PAPER PASTE. A whole day was devoted to this: one morning for the 4-year-olds, divided into two 90’ sessions, and one afternoon for the 5-year-olds, in one 2hour session. Evaluation was very positive.

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ACTIVITY REPORT SCHOOL/S: Zaleo Infant school

Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org ACTIVITY/PRODUCT: SUPPORTIVE WORKSHOPS TO THE OUTDOOR ACTIVITY MAKING STRETCHERS FOR RECYCLED PAPER LINES OF ACTION1:

KEY WORDS:

OUTDOOR CLASSROOM WORKSHOP IN THE PARK TREE, TRUNK,WOOD USING WOOD CARPENTRY STRETCHERS FOR RECYCLED PAPER

STARTING SITUATION: The initiative of creating an Outdoor Classroom at Zaleo Nursery School was born thanks to the educational exchange from some European schools, among some of them was included Zaleo, linked to an European participation COMENIUS project called SMOL (Science and Mathematics Outdoor Learning). This project proposed to deepen and strengthen thoughts and experiences related to the learning of Science and Mathematics in the environment. It started in the course 2012-2013. The Outdoor Classroom activity set up in September 2013 at Zaleo school with the rooms of pupils between 4 and 5 years old, extending it later to the 3 years old children. Consisted of the appropriation of our educational community of the public space, a park located in front of our school (Parque Lineal de Palomeras), 3 times a week as an extension of the scholar spaces. It has worked incredibly to motive the learning (observing, investigating, mixing, writing, telling, solving problems…) and the responsible intervention of the environment (taking care and improving measures), discovering a new sight of boys and girls towards this outdoor space gifted by a new value to enjoy and learn. Whereas the activity is in progress, we run into with different kinds of trees. We observe, touch, play, discover (their parts, their characteristics, their shapes, their names…) What are differences between a tree and a bush? Which is the structure (rings) of a tree? What happens with the top and the leaves along the year? What is for wood? Javier, who is the father of Manuela who is 4, is a carpenter. As a result of the survey delivered at the beginning of the course to the families about their competences and in collaboration with the educational personnel, this activity was done with the pupils of the rooms of 4 and 5 years old, independently his daughter group.

LINES OF ACTION

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CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 1.

2. 3.

4. 5.

Communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts. Mathematical competence and basic competences in science and technology. (Understand and use numerical and geometrical concepts, measures and proportions to make recycled paper) Knowledge and interaction with the physical World. (Know and distinguish trees from bushes according to their structure and physical characteristics) (Know and value the different uses of wood in our daily lives) (Know and hand safety mechanical and electrical tools to make recycled paper). Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT). Specially photographs. Social and civic competences. (Accept, understand and value the contributions of families to solve problems and propose their experience and knowledge) (Understand, value and take part in activities to respect and take care of our surroundings by recycling paper) Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts). Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities. Sense of initiative and entrepreneurship is the ability to turn ideas into action. (Solve situations and tasks individually and safety).

SHORT ACTIVITY/PRODUCT DESCRIPTION: The activity is developed by 24 boys and girls who are 4 years old, and 16 pupils from the 5 years old group. It is realized in the working timetable, in concrete, in the morning. This activity is scheduled following a sequence: from 09:40 to 13:00 having different groups every 40 minutes. The activity is organized by this way to facilitate Javier, the father, combining his labor work and his role at the school. To do the workshop activity, we split the classrooms in 10 groups of 4 boys and girls each one. By this way, we will have 6 groups of 4 years old pupils and 4 groups whose boys and girls are 5. It is done 5 rotations: in each one participate 2 groups. Obviously, the space of the workshop is thought to develop the activity with 2 groups at the same time. Each rotation is accompanied by three adults: 2 adults in charge of both groups and another one to organize and facilitate the collection of the photographic material. Each activity developed by each group last 40 minutes. During that time, boys and girls build a rectangular wooden frame, paste it with glue, pin it with nails, cut out the hairnet by the same size than the frame and staple it. To make easy the autonomy and the safety of the whole actions, all children will use some wooden patterns designed by Javier at this carpenter´s workshop. These patterns consist of a frame size board fasten by some 2

GOALS COMPETENCES

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strips that allow pupils to use tools without harming their fingers. While the workshop is in progress, all the responsibility has been faced by the proper father. He selects and shows the contents for every activity, the carpenter´s tools, the suitable materials, asks several interesting questions and tries to answers all the boys´ and girls´ inquires. In addition, he explains pupils different ways of dealing with along the workshop. Along the entire activity, we encourage children to collect photographic documentation using the camera provided for this respect. Anyway, one adult is also in charge of this task.

At the school, the workshop to make stretchers for recycled paper it is held in small groups to make easier the active participa among boys and girls. It is essential to foresee the amount of material according to encouraging pupils to work at the same time. As usual, the father responsible for the activity will be in charge of providing all the material. The recommended process to develop the activity must be easy and clear. By this way, we will facilitate that boys And girls do the activities by themselves, refusing the constant adult dependence. To make easy the autonomy and safety, we must insist on the usefulness of wooden patterns made by Javier at his carpenter´s workshop. We also add the contributions of the children. The approximate duration of every session doesn´t take more than 40 minutes (explanation of the process, division of groups and carry out the tasks). Considering the characteristics of this activity, it is important bearing in mind having enough adults to accompany children while they are doing tasks.

FAMILIES AND TEACHERS ROLES: The familiar who is responsible for the action, suggests, organizes and invigorates the development of the activity as far as his personal criteria, taking into account the suggestions and the terms already decided in the meeting with the educational personnel. He will also add the specific material that is required to make stretchers for recycled paper. The teachers that take part in the activity is in charge of the previous training: who is coming to visit us and accompany, which is the reason, how important are their teaching, etc.

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In addition, he will get ready the timing, the place, the facilities and the material, as long as he had spoken with the father in charge.

Whereas the activity is in progress, the teacher must support the father to create an atmosphere of attention and concen dynamic. The teacher also divides the groups of students. He adds the contributions of the children as well. He also incorporates to contents all the boys´ and girls´ contributions.

EVALUATION AND IMPROVEMENT PROPOSALS: The general evaluation has been very satisfying not only from educational personnel but boys and girls along the familiar in charge the activity. These actions make visible the presence of mothers and fathers in the school´s life. As a result, it is essential the acceptation and the naturalness in the attitude of the students for the presence of a relative in the coordination of the activity. The division of the workshop in small groups (10 groups including 4 boys and 4 girls in each one) facilitates the active participation of pupils at any time. Doing the workshop in a morning, from 09:40 to 13:00, having rotations every 40 minutes has been quite stressful especially for teachers. Anyway, it has been the only way to facilitate the father´s participation (at this respect, Javier) at the school life finding the balance between his labor life and his role at the school. This has been just possible, thanks to the teacher staff flexibility to fit timing and the workshop. To facilitate the self- sufficient of boys and girls has been really interesting the idea thought by the father (an expert in carpentry) of using patterns to build the stretchers: due to these patterns, we have avoided risks as far as handing tools. It has been important the selection of the stretchers to be used. Neither too big, nor too small. Therefore, it has been a good idea to make two different sizes. Equally efficient according to the child. It is also essential to fit the dynamic of the activity and timing in order to avoid unnecessary rush at last.

AUDIOVISUAL DOCUMENTATION: Photographs Wood robots Others: Download this report This punctual activity is involved in the SUPPORTIVE WORKSHOPS TO THE OUTDOOR ACTIVITY. In these workshops there are also included other advices from the families. There are other actions tightened to the schedule “Outdoor classroom: the workshop in the park” which are written on the schedule of the school to put in practice along the course. In over all, there are activities thought to be realized in the facilities of the school although the aim of the activity is to be realized in the park near the school, Parque Lineal de Palomeras, a public space (pupils attend three times a week) where we can use the natural resources. All these workshops have an important educational weight. The most representative are: DOGS IN THE PARK AND OUR BEHAVIOUR BUILDING UP FEEDING BOXES FOR BIRDS CARPENTRY: BUILDING UP STRETCHERS FOR RECYCLED PAPER MAKING RECICLED PAPER

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CARPENTERY: BUILDING FRAMES FOR RECYCLED PAPER. 2nd YEAR. During the second year of this initiative, the activity was conducted with the 4- and 5 year-old classes. It was led by Javier (Manuela’s father). A number of the school’s families also helped both with preparing the materials and taking the workshop. With the 4-year-olds, the same activity was carried out as in the previous year: BUILDING FRAMES FOR RECYCLED PAPER. The main NOVELTY this year was with the 5-year-old group: they had already built the frames in the previous year. It was suggested THEY BUILD A ROBOT with pieces of wood put together with nails, glue, etc. A whole morning was given over to the activity with both classes: 90 minutes for each activity and class. Evaluation was very positive.

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: Mathematics for life LINES OF ACTION1: 1, 2, 3, 4 and 5

KEY WORDS: Mathematics, significant, buying, selling, charging, household economy, savings

POINT OF DEPARTURE: Our Croatian partners suggested working on an “economy day” as a joint activity for the second year of Project SELF so that our pupils could understand the relationship between work, shopping using money and saving. In short, it would involve working with mathematics in a significant way.

GOALS2: 1, 2, 3, 6 & 10 CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 1, 2, 3, 5, 7 & 8 BRIEF DESCRIPTION OF THE ACTIVITY: Families and teaching staff set up an educational proposal divided into four areas of activity:  Three “working” areas where the pupils role-play at being “grown up”, undertaking a task they get a wage for. In each area, they can carry out different tasks of growing complexity that are correspondingly remunerated. Three areas were: The workshop (wooden slats, nuts and bolts to make different items) Massage centre (head or back massage) Aeronautical workshop (making paper planes)  The fourth was a sales area made up of “stationery and writing articles”. The pupils could buy things with the money they earned. They made their calculations to know what chances they have, identify spelling, add up, subtract, share out, anticipate, resolve problems in daily life, handle a till, use the money and draw up their sales ticket. Each activity area was decorated carefully and practically. Many of the decorative elements were made in class on previous days and many of the elements added were contributed by families and teaching staff.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): The group of pupils was divided up into small groups so that they could take turns enjoying each activity. They had total freedom to manage their time and interests. In each working or sales corner, they found a family member organising the task, the form tutor had a guidance role, accompanying them when they changed activity. The family member always took into account the main aim of this action, suggesting different problems and challenges to the children and looking for helping strategies to cater for different needs, etc. A half-hour session was held with each mini-group of pupils. They always dealt with legal currency, using the 5, 2 and 1 cent coins. Each pupil brought their own purse empty from home. The coins had been provided voluntarily by families on previous days.

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ROLE OF FAMILIES AND TEACHING STAFF: The moment of encounter between them is very interesting when the challenges to be achieved are worked out and strategies sought. Families found teaching resources in their daily lives which helped pupils with problem solving.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: It’s a very interesting project where they work on a lot of curricular aims in a playful but meaningful way. Perhaps it would be good to spend more time on “economy week”

AUDIOVISUAL DOCUMENTATION: PHOTOGRAPHS VIDEO

FAMILY OPINIONS: These were some of the family comments: - You can see the enthusiasm they greet you with, their insatiable curiosity, their desire to learn, to try things out, to prove that they can do it themselves, their order in chaos, their gratitude when they make a purchase… And I am happy to know that my son, who is now still a baby, will be able to enjoy experiences like this at this school. - I felt integrated and welcomed by the teachers and the pupils. I particularly liked the horizontal approach of the teaching team and towards the families and their personal treatment. - I think the action was an intense experience for the children and it helped them to internalise the idea of using money, its value, how to count it… etc. We could perhaps improve it by introducing the concept of “services” - A great activity where everything was really well organised and where I felt comfortable both with the other parents, and with the teachers and, of course, the children, with which it is always a pleasure to deal. - Personally, I now have a trusting relationship with many kids who have got to know me through the different activities I took part in. In this action, what stood out for me was how smoothly it all went, which really allowed us to enjoy it properly. To reinforce the learning, we should perhaps carry out the workshop on a regular basis.

OTHER: This action aroused a special interest in the subject in the pupils and in some classes, they suggested setting up a permanent activity zone called “The supermarket” where they could put what they had learned into practice and reinforce it.

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ACTIVITY REPORT Email to be used to ask questions:

SCHOOL/S: “Djecji svijet”, Varaždin

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Math as a game LINES OF ACTION1:

KEY WORDS:

math, diverse expression, math in common games

STARTING SITUATION: The kindergarten had an evening of mathematics, a manifestation that is organized by the Croatian Mathematical Society. Parents prepared the workshop together with the preschool educators, and the children took part in it. Math was brought closer to children as a game, a form of fun, through the prepared materials and activities.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. Improve the cooperation and relationship between families and every participating institution. 9. Design the use of new information and communication tools, thinking about a proper and safe use.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 3. Mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; 5. Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; It is especially important for preschoolers to learn through exploration, games and fun. By providing a variety of materials that supports children's natural curiosity, a kindergarten is an educational community develops a variety of learning strategies and competences to "learning how to learn". By providing a variety of learning methods, together with adults and other children, we encourage divergent thinking, providing a variety of possibilities for understanding the various solutions, nurturing and encouraging various forms of creation. By providing a variety of materials to satisfy different mathematical ideas, we allow the successful functioning of each child's potential. 1

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In this way, we developed curiosity and creative potential of every child. Cognitive potential extends to specific materials and didactic toys that encourage thinking and understanding of various mathematical relationships. In addition to learning, it is important to develop sensitivity for seeing the mathematical phenomenon in everyday life and in its natural shapes. Encouraging and nurturing mathematical perception of the world around us, we create a base for the search for the phenomenon of mathematical forms, figures, quantities, order or other mathematical thinking skills. It is possible to develop mathematical competences and implement conditions which favor the emergence and development of mathematical thinking. Basic mathematical skills refer to existing knowledge and using it to explain the natural world that surrounds us every day. Spotting mathematical relationships in everyday situations and in nature involves understanding of the changes caused by human activity and natural forces as well. The link between the people and nature, the identification and understanding of mutual relationships between those two lets you apply mathematical thinking into everyday situations.

SHORT ACTIVITY/PRODUCT DESCRIPTION: Parents and teachers prepared a series of materials designed for children to play with. The materials are selected in such a way to allow the identification of mathematical relationships, the separation of geometric figures in the images that are present every day in kindergarten and the observation of natural materials (stone - agate) in order to notice the rhythm of repeating the same lines that form the elliptical form that naturally occurred during the formation of stones. Additionally provided is mastering the proper use of the compass, where parents were models and helped children in mastering the skill of handling a compass. Curve rulers are intended for drawing curved lines of which may become usual or unusual and unexpected shapes. We used our construct center that is equipped with materials of various shapes to develop potential mathematical skills in a place of natural games that the children are used to. At the appointed time all interested parents and educators gathered, who were free to choose materials involved in a variety of math activities. In doing so, a number of activities have enabled the understanding of quantitative or spatial relationships, identifying and naming geometric shapes and bodies. A variety of stones has prompted parents and children to express creativity by painting. Painting different types of lines formed right visual works of art, the joint work of children and their parents. Some parents and children were interested in solving the mathematical problems using a variety of educational toys.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Materials: suitable material: photos of children's constructions, curve rulers, compasses, stones, paint, paintbrushes, and didactic toys for math. We prepared the activity for about three hours. We were actively involved in the activity for two hours. Space: the activity was organized and carried out inside The number of adults and children attending the activity: the activity was attended by 16 parents and 19 children and 4 educators. All parents and children participants are included in the everyday kindergarten program and they all know each other.

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FAMILIES AND TEACHERS ROLES: The role of the professional team of the kindergarten: the kindergarten professional team arranged and participated in the preparation and implementation of activities together with the parents. It was particularly necessary to prepare specific materials: photos of children's constructions of various materials (children photographed and the parents multiplied black and white photos). Parents and educators cooperated and collected the agate - stone, on which the cross-section showed unusual curved lines. Educators and parents chose the didactic games. The parents initiated the activities, and ensured there were sufficient compasses and curve rulers. And they taught children how to properly use them and hold them so that they could to the same by themselves. Parents independently explored different ways to use the didactic toys, showed them to the children and then they played together. Throughout the game, learning math was done naturally, in an interesting way for the children.

EVALUATION AND IMPROVEMENT PROPOSALS: Parents have experienced planning, preparing, collecting specific materials that allow math learning in an interesting and natural way which can be present in daily activities outside as well as inside the kindergarten. The activity can be improved by using, collecting, obtaining as many unusual materials that can initiate and provide mathematical thinking.

AUDIOVISUAL DOCUMENTATION: PHOTOS Familiesâ&#x20AC;&#x2122; opinion: Children enjoyed the games, it is an easy and interesting way to learn math in a longer period of time. Everyone had a very interesting and enjoyable time. We were especially pleased by the image that came as a result of the game of drawing different lines. The painting of unusual shapes and diverse lines was inspired by a variety of natural phenomena and this time we looked at the stone â&#x20AC;&#x201C; agate for inspiration. (Vid's mother)

Others: Download this report Inspired by the event "Evening of mathematics" our parents suggested a variety of activities and they also ensured materials for further use. Their participation encouraged and supported children's games that helped develop their mathematical skills and knowledge.

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: The study of plants and animals using magnifying glass and microscope LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

plants,

Families are involved in punctual or all year actions at

magnifying glass, microscope, study,

school.

drawing, comparing

leaves,

animals,

worms,

STARTING SITUATION: The idea for the activity emerged from children’s great interest in studying plants and the use of microscope. In April 2016, our kindergarten participated in Science festival, where children performed various experiments in the kindergarten and studied plants with digital magnifier, and their interest continued even after the festival. Thus children in kindergarten often played a symbolic game "young chemist" and talked about new experiments that they could perform. Mother of a 5 year old girl, which is a professor of biology by profession, was familiar with the interests of children in kindergarten, so she organized and conducted activities with children, introducing them to the way of use of the microscope as well as a variety of products that are prepared and used for microscopy.

1 2

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SHORT ACTIVITY/PRODUCT DESCRIPTION: The mother brought a lot of materials for the activity: the microscope, several magnifiers, leaves of various plants, pictures of different plants and animals, snake skin, live worms, jars of stuffed animals (octopus, seahorses, crabs, anemone, and worms), biology textbook... She was greeted by a group of 10 children aged 5, 6 and 7 years. She talked to the children about plants and animals and showed them various and numerous photos. After that, the children were divided into two groups according to their personal interests - one group was studying plants and other animals. The mother set leaves of different plants on the table so children could study them. The children selected one leaf and drew it, and then studied the same leaf under a magnifying glass and drew it in details. In the meantime, the mother prepared leaves for micro scoping and showed to children how to use the microscope so they could study the leaf and drew what they saw. That was followed by the comparison of looks of leaves when viewed with the naked eye, a magnifying glass and a microscope. At another table, the mother showed animals she brought in jars, and encouraged children to seek live earthworms in soil and remove them out. Some children were reluctant, even with the fear of looking at earthworms, while some of them bravely extracted them from the jar, hold them in their hands and studied with interest. Other children studied stuffed animals in jars and paintings, and drew them. After a while, groups were switched so that children, who were studying animals, are now studying plants and vice versa. Children were most impressed with the microscope and earthworms, but also with looking through magnifying glass, whereby they werenâ&#x20AC;&#x2122;t limited to reviewing only the material brought by the mother, but they also studied each other. The activity also attracted the curiosity from the younger group (ages 3 and 4 years), who were mostly interested in the microscope and what you can see with it.

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METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Materials: leaves, magnifying glass, microscope, pictures, jars of stuffed animals, live earthworms, papers, pens ... Time: 60 minutes; Space: kindergarten area - part of the room in the center of nature Number of people involved: mother (biology teacher), one teacher, pedagogue-trainee, 10 children aged 5, 6 and 7 years old, and later they were joined by another 6 children aged 3 and 4 years

FAMILIES AND TEACHERS ROLES: Mother guided the activity by herself; the teacher has prepared the space, agreed on activity details with her, and documented the process.

EVALUATION AND IMPROVEMENT PROPOSALS: The mother put a lot of effort in planning and carrying out the activity, which is why the activity was very successful because the children studied with interest all materials she had prepared. Children have adopted the principle of work with the microscope (high magnification where they can see what the naked eye cannot), but also how to carefully handle it. The interest of children in chemistry and biology will certainly continue, so special center for biology with natural components could be introduced, as well as introduction of use of digital microscope in regular activities of studying various natural components.

AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: Through various activities and contents for children, I tried to approach new ways of seeing the world around them. After the workshop I realized how much children learn through play and exploration about the reality that surrounds them. In direct contact with natural materials they are engaged in active research and they are learning in cooperation with other children. They enchanted me with their approach and work during the workshop. Their special attention was focused on materials that they can feel and use themselves. Numerous questions that have been asked only confirmed how great was their desire for active learning and exploration of everything that surrounds them. As a parent, I was especially impressed by interest and happiness of my own child in preparing and participating in the workshop. Her interest, way of thinking and seeing the world, helped me a lot in developing the learning content. (Jana’s mom)

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ACTIVITY REPORT SCHOOL/S: Zaleo Nursery School

Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org ACTIVITY/PRODUCT: MULTISENSORY SPACES FOR 0-3 YEARS OLD CHILDREN. ACTIONS AT THE VISUAL STIMULATION SPACE. LINES OF ACTION 1: FAMILIES AS MAJOR KEY WORDS: EDUCATIONAL AGENTS: workshops or prompt actions Visual stimulation action. Lights of colours. in each school year (of vary durations), either Hoses of light. Light and darkness. independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION:

The necessity of taking part in the classroom is aroused by parents. They express their lack of knowledge about the actions, the games and the activities developed in the babies´ classroom. The tutor is in charge of introducing the multisensory stimulation hideouts at this age in order to create sense stimulation spaces (visual, tactile, aural, corporal, vibratory, gustatory and olfactory) with the unique purpose of helping them to grow up and to develop their skills which let them to be opened to the feelings and emotions world. The families look for materials to stimulate their senses and they orientate as far as the development of the activity is concerned.

GOALS2:

Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: 



Mathematical competence and basic competences in science and technology, is the ability that allows interact with the physic world either at its natural aspects or at the aspects generated by the human action. This competence put in practice with babies, let them to know their environment thanks to the constant stimulus exploration through the several senses. Learning to learn is related to learning competence according to babies is focused on the physical independence to act without the help of an adult. It is concentrated in the individual actions of the child, to promote self-learning. Sense of initiative and entrepreneurship to self-explore the new materials.

SHORT ACTIVITY/PRODUCT DESCRIPTION:

The family presents a visual space to work with light and darkness. The action is focused on a tent with a hose of light indoors while the rest of the classroom is completely dark. Basically, the hose is switch on and switch off most of the time. They enter and leave the tent. They touch the hose of light. Additionally, there is a subspace to project colours of lights on the floor.

LINES OF ACTION GOALS 3 COMPETENCES 2

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METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…):

Methodology: let children to explore freely the different visual stimulus to encourage the self- learning. Material resources: tent, hose of light, light bulb of colours. Human resources: tutor, support, a family (father, mother and elder siblings). Timing: afternoon timetable from 15:00 to 16:00. Space: the classroom.

FAMILIES AND TEACHERS ROLES:

Teacher´s role: advising families to develop the action. Observing children´s reaction whereas the activity is in progress. Keeping in calm the fears of playing in dark. Accompanying families along the duration of the action. Being receptive to the emotional burden involved in these types of activities done with babies. Families´ role: they want to feel involved themselves in the development of all the actions to take part in their children´s education. Reading of the multisensory classroom document provided by the tutor. Selecting a sense just to work with. They also search and present the visual materials. Accompanying the tutor and children whereas the action is in progress. Reflecting and having a feedback according to the activity with the tutor.

EVALUATION AND IMPROVEMENT PROPOSALS:

The classroom conditions were suitable to present a visual space. The date was also suitable taking into account the self-motor autonomy. The duration of the activity will not take too much.  It might be better to do the activity in the mornings, from 10:00 to 11:00, due to their attention is higher than in the evenings, from 15:00 t0 16:00 after the nap. Although it is impossible to work in the mornings, the family in charge of the activity will work at that time.   

AUDIOVISUAL DOCUMENTATION: Photographs Families’ opinion:

“Alicia´s family had the idea to give a fairy light bulb of colours (like in a disco) to be used at the classroom because at home is really successful with Alicia and her siblings. According to this initiative, the tutor asks us to provide material for children. Because of the working reasons we couldn´t arrange the activity in the mornings; finally it was developed after the nap time. Little by little, new ideas were aroused to enrich the purpose: carry a tent to hide children inside, an outdoor light tube… We refused taking music to focus on the visual aim. The proper day to do the activity, Mila is in charge of the location of the tent, the light bulb, the hose of light and try to make the classroom, as dark as possible. Children seemed to be surprised by the new atmosphere and they run to hide themselves inside the tent, anyway, they decided to explore the environment very soon. In the end, the majority of the family participated. For instance, the elder brother (a former Zaleo pupil) surprised us suggesting brilliant ideas, helping us at any time and enriching the activity. We shared a good time all together. It has been a pleasure to feel like at home along with the school staff”. Flor Ibáñez, Alicia´s mother.

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ACTIVITY REPORT Email to be used to ask questions:

SCHOOL/S: “Dječji svijet”, Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Visiting an interacive exhibition “Elektro Baroque” LINES OF ACTION1:

KEY WORDS:

visiting an interactive exhibition, museum

STARTING SITUATION: A parent who attended the opening of the interactive exhibition “Electro Baroque” suggested the next day in kindergarten that the children visit the exhibition. The exhibition was open in our city only for 4 days. Given the short-term of the exhibition our professional educational team had to decide the same day whether the kindergarten should organize a visit to the exhibition. We also had to organize at least one parent who is familiar with the exhibits, and have a minimum of two parents who were willing to be guides for children at the “Electro Baroque” exhibition because all of the items can and should be touched. A special feature of the exhibition are real plants that we can hear playing music. In addition, visitors can play on unusual music boxes that play when you draw on paper or wound thread, and many other similar items. At the “Electro Baroque” exhibition visitors get acquainted with inter-media art and technological works. Just touching and exploring exhibits allows exploration of interesting and unusual things.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change. 7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities. 9. Design the use of new information and communication tools, thinking about a proper and safe use. 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

LINES OF ACTION

GOALS

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CONECTION TO CURRICULA/PUPILSâ&#x20AC;&#x2122; COMPETENCES3/SKILLS DEVELOPED: 4. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); 5. Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; 6. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation; 8. Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

SHORT ACTIVITY/PRODUCT DESCRIPTION: At the initiative of a parent we agreed to visit the exhibition with the children. The main reason for visiting the exhibition was to meet the expectations of children, parents and preschool professionals who wanted the children to see a variety of objects created by innovative, creative and new way of using used modern electronic waste to create different works of art, at the exhibition. During the child activities with the exhibits they kept asking about the way these devices operate, what they are made of, whether the same could be done at home or in the kindergarten. We agreed with the parents that we should continue working with the children on the topic. We plan to collect available electronic waste and we will try to get the desired composition of electronic elements and we will try to find new use for them. At the same time the children will express their ideas by drawing, verbally as well as actively participating in developing prototypes of new devices.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): 25 children, two parents and three preschool educators visited the exhibition organized in the city museum of Varazdin in the Herzer Palace. Since the museum is close to us, we walked there (for 10 minutes). The visit lasted for 70 minutes. The children used all of the exhibits. Using the exhibits stimulated their curiosity as well as their imagination. e has developed their interest in the use of discarded electronic parts in a new way. The children developed an interest in the usage of discarded electronic parts in a new way.

COMPETENCES

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FAMILIES AND TEACHERS ROLES: The parent who proposed the visit to the exhibition was the leader of the activity while other parents and preschool educators were partners for children in using the exhibits of the exhibition which sometimes demanded playing. At the same time one of the preschool educators documented the activities of the children. There was constant interaction and communication between the children and the grown-ups. Most of the time children spent playing games with exhibits and talking to each other about what they too could make out of discarded things, and how to use them in a new and unusual way.

EVALUATION AND IMPROVEMENT PROPOSALS: The activity was extremely interesting for the children. After visiting the exhibition, the children and their parents will collect unnecessary electronic waste in their homes. When they collect a sufficient amount of it, they will organize joint workshops for children and adults to explore new possibilities for the use of electronic waste in building new toys.

AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: The parents are extremely interested in developing of creative thinking and innovative practical ideas of the children. They are also very interested in a workshop for making toys for children of all kinds of waste material. “This way we will develop the ability to "do it yourself“ and strengthen the confidence of children in their own capabilities. In addition to educational value there is chance of reducing the consumer way of thinking in children." (Mark's dad)

Others: Download this report We agreed with the parents to collect various materials in order to provide the necessary and varied materials for making toys from discarded and unnecessary parts.

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ACTIVITY REPORT SCHOOL/S: "Djecji svijet" Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Musical activity – Rainfall improvisation LINES OF ACTION 1: 2.

FAMILIES

KEY WORDS: MAJOR

EDUCATIONAL

AGENTS:

musical improvisation, rain, rhythm,

workshops or prompt actions in each school year (of vary

instruments of natural materials, making

durations), either independently or in collaboration with

music with our own body

a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: Kindergarten has accepted the initiative of parents to take children to the world of music by improvisation and expression of rhythm and sound with objects from everyday life, natural components, as well as their own bodies. In addition to that, children will gain the experience of working together in a group and learn necessary adjustment of each individual with the group for a joint creative expression and experience.

SHORT ACTIVITY/PRODUCT DESCRIPTION: The parent, who plays instruments as a hobby, suggested that all children from the age of 5 and up, as well as other interested parents, participate in joint activities in which they will improvise and express rhythm and sound of rain. The proposal was accepted in kindergarten. Necessary materials for carrying out activities were collected, and it was agreed that the activity will take place twice a week for a total of six joint meetings. The activity was attended by a total of 56 children and 12 parents. The number of children and their parents was not always the same during all the activities – involved were the children who were that day in kindergarten and parents who were able to organize their arrival.

LINES OF ACTION GOALS 3 COMPETENCES 2

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The activity was carried out in the school sports hall. The activities simultaneously involved all present children and parents, with one parent having the role of a coordinator of activities and all others performed rhythmic sounds together, harmonizing and complementing each other in musical expression, mimicking the rhythm and the sound of rain. All participants expressed their individuality through the rhythm of movement, with volume that was appropriate for their sense of expression of music. The joint experience was the harmonization of the rhythm, thus creating a sense of synergy with the group.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Given the number of participants it is necessary to provide a larger space, like a sports hall. Besides that, we used sticks, cans, hand-made instruments like “rain stick” and finished musical instruments that can be used to improvise the sound of rain, waves and thunder. The number of participants may be different but the effect of rhythm and sound, as well as the unity of the group, is better as the number of participants is increased.

FAMILIES AND TEACHERS ROLES: Parents and teachers need to provide space, instruments, and additional materials.

EVALUATION AND IMPROVEMENT PROPOSALS: Activities of improvising rhythms and sounds of nature could be extended to other natural phenomena, not just the rain. Extending the content of activity would also expand the creative possibilities of expression as well as finding new ideas and possibilities for participation of every individual.

AUDIOVISUAL DOCUMENTATION: Photographs and video

Families’ opinion: “A special experience! Free expression of rhythm and sound that is harmonized with the group is very relaxing. It's fun and relaxing. Very nice new experience. I was particularly inspired with how easily children accept new ideas and engage with joy and full commitment in new activities that didn’t have a pre-determined outcome. The activity is very good for children who have special needs because they can participate according to their ability as equal members of the group, which contributes to the development of their self-confidence and selfesteem.” Vid’s mother

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant School

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTION: Music Workshop LINES OF ACTION1: 1.

KEY WORDS:

BUILDING AN EDUCATIONAL COMMUNITY. The families are involved in specific or annual activities in the School.

RELATIONSHIP WITH THE ENVIRONMENT. The environment is recognised as a third educational agent within our project, and converts itself into a learning resource.

  Music  Rhythm  Instruments Movement  Live music

STARTING SITUATION: Families express interest in introducing music more extensively into the 2-3 class. In this group there wasn’t a music syllabus, or even a knowledgeable person to fulfil this demand. In the first term meeting with the parents, we asked for help from the parents to get this activity going. One of the fathers, who is a music fan and plays various instruments, offers to help set up a specific music workshop, he will be supported by the class tutor.

GOALS2: 1.

To promote the role of families in our European educational centres as active educators in the integral education of their children and the development of the curriculum.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: The competences worked on in this activity are: Social and civic. Mathematic Cultural and artistic Autonomy and initiative Learning to learn

LINES OF ACTION GOALS 3 COMPETENCES 2

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METHODOLOGY AND RESOURCES USED (material, human, space, time, number of students ...): This is a weekly, 20 minute workshop, designed for the 2-3 year group. There are 19 kids in the group. The tutor, the support teacher and the father are the people that carried out the activity in which we worked on rhythm, time and songs. The workshop is divided into two parts: 1. 2.

First part: Without any guidelines, allowing freedom to act. Instruments are offered to the kids so that they can use them freely and spontaneously. Second part: Once they have touched and enjoyed the instruments freely, we suggest using them with some clear guidelines. Fast-slow rhythm, strongly-softly...

For one in three of the sessions, we invite artists along to give a live music show so that the kids can enjoy and listen to live music, and also discover new instruments. We then work on making our own instruments with recycled materials, so the students can accompany the songs and rhythms in the workshop. The families collaborate in the making of these instruments, they make tambourines and maracas. In the live shows that the invited artists gave, percussion (homemade or bought), guitars and other wind and stringed instruments were used. We used a computer to see and listen to the shows, and a video camera to collect all the shows that were carried out in the workshop.

THE ROLE OF THE FAMILY AND THE TEACHER The father was the technical expert, proposing the content of the sessions. Together with the tutor they worked out how viable the activities would be in terms of the material they had available, time, and suitability for the age group and the studentâ&#x20AC;&#x2122;s capacity. The tutor supported the workshop on a pedagogical level, and also in the motivation of the group. The proposals were supported and everything was done to ensure that the activities were full of content that was related to the curriculum. At the start the activities that the families suggested were accepted, and afterwards they valued together whether it was necessary to modify them in any way.

ASSESSMENT AND PROPOSALS FOR IMPROVEMENT: It is important that the family puts forward the first proposal and starts it off with their criteria (as long as itâ&#x20AC;&#x2122;s manageable within the methodology of the centre) Shortly after, we can focus on the content and methodology, until there is a clear and manageable project in terms of time and capacity. Along the way the suggestions for activities that are made can be incorporated. It is very important to have time outside the workshop with the tutor to ensure the coordination of the activity.

Audiovisual Documentation: Photographs Opinion of the families: I have been through many different phases with my feelings and relationship with the class. During the first few weeks, I really had to adapt to learn how to work with large groups of children between the ages of 2-3. I familiarised myself with the class and learnt how to capture their attention and direct the activity. The second part, which lasted until the end of year show, was mainly dedicated to rehearsing the show and therefore not allowing for experimentation or the possibility of modifying or improvising the content of the workshop. The last stage is much more open to experimentation and discovering new instruments, without forgetting more focussed

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activities. My relationship with the class was based on trust, closeness and affection. What I believe has been learnt most has been familiarising them with basic musical concepts, such as silence, instruments, rhythm etc. I also consider that introducing them to a space dedicated solely to music in the weekly routine as learning, we have reinforced other aspects that are being worked on in class such as teamwork, waiting and attention span... The activities were planned together with Loli, and I have always always had Rosa’s support and any other teacher’s that have passed through the class. Lorenzo supplied all the material and instruments that I needed. Lastly, I think that these interventions in which the families participate in are totally viable. Jesús Barranco, Julia’s Dad (Caballo Ramón)

OTHER: All the families involved in this activity were enthusiastic. They respected and valued the work that was being carried out. On the workshop days, they came to collect their kids outside of the normal timetable.

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant School

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTION: My Favourite animal is... LINES OF ACTION 1: 1.

BUILDING AN EDUCATIONAL COMMUNITY. The families are involved in specific or annual activities in the School.

KEY WORDS: • • • •

Animals Rhymes Chain story Theatre

2. RELATIONSHIP WITH OUR SURROUNDINGS. Our surroundings are recognised in our project. They are used as a third educational agent and have become a learning resource.

STARTING SITUATION:

For the didactic unit about animals and their characteristics, the activity My Favourite Animal gets underway. Each child chooses the animal that they like most from the basket of animals that is played with in the symbolic games. During the image and sound workshop, the idea arises of scanning the animals chosen. Then using a photo of the child, they then replace their head with their favourite animal’s head. All the photos are displayed in the classroom so that families can see them. The families really like this activity and suggest that they participate too by making their own versions.

GOALS2: • •

•

To improve the relationship and cooperation between families in each of the participating centres. To promote the role of families in our European educational centres as active educators in the integral education of their children and the development of the curriculum. To plan fun/informative/cultural meetings inside and out of educational centres to raise the cultural level of the educational communities.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: The competences worked on in this activity are: Linguistic communication Social and civic Cultural and artistic 1

LINES OF ACTION GOALS 3 COMPETENCES 2

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Learning to learn Knowledge and interaction with the physical world

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): To be able to meet the family’s needs, the project had different phases and activities: • Create the animal that your child chose using art materials. Each family designed and created their animals with Goma foam or felt. The animals were then displayed in the classroom. • Creating Stories that Rhyme Workshop Mar Benegas, a childrens literature writer and trainer, gives a stories that rhyme workshop in the local library. This starts the initiative in the school to start using some of these techniques in class. • To create a rhyme in which the name of the child appears Families create a rhyme that the kids learn, it should be short and easy to memorise. It learnt and worked on at home. When they’ve remembered it, they take it in to class. • Another activity is added: The Rhyme Tree Taking advantage of a storm that breaks off branches from the trees, families build a rhyme tree from these stray branches. The students paint and ‘plant’ in a big pot, then all the kids can hang their rhymes from the tree. • Chain story With these rhymes and animals, we make a chain story in which the families and teachers participate. • Staging: Where are my animals? For the whole community, this story represents the closure of the activities that have taken place during the year. Human resources: In this Project, 19 families and children took part. Timing: The time allocated to this activity grew as new ideas arose. Materials: Computer, camera, scanner, animals for the symbolic game, art material. Space: Mainly in the 2-3 classroom, the school ‘hall’, and the public library.

FAMILIES AND TEACHERS ROLES: The families’ role in this project was crucial. Firstly, the desire to participate was what made the project change into something beautiful and also meaningful for the students. On the other hand, the families work with the rhymes and the creation of animals from art materials, and their participation in the final show was decisive.

EVALUATION AND IMPROVEMENT PROPOSALS:

A relationship of trust and commitment was created from the daily participation and communication between the families in the classroom. This relationship allowed families to propose their ideas and wishes, expanding them and creating better results. The teacher’s role was to enhance the flow of human resources, boost and help pin down activities that complemented the curriculum and syllabus that was being developed in the classroom. This work is an example of how families and specific situations in any given moment can help enrich the everyday life that is happening in the classroom.

Audiovisual Documentation: Photographs Video Opinion of the families:

All the children’s families were very enthusiastic about the activity, fully appreciating the opportunity that was given to them to actively participate in life at the school.

OTHER: download this report

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ACTIVITY REPORT Email to be used to ask questions:

SCHOOL/S: Kindergarten "Dječji svijet"

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Spending time with author of children’s books Smiljana Čoh to mark the Night of Books 2015. LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school.

Night of Books, copyright protection, picture book

STARTING SITUATION: April 23 is the World Book and Copyright Day, proclaimed in 1996 at the General Assembly of UNESCO. Marking the day UNESCO invites readers, authors, translators, publishers, teachers, librarians, public institutions, nonprofit organizations and the private sector to promote the books, reading and publishing, with copyright protection. In Croatia, the Night of Books is held since 2012. http://nocknjige.hr/ One of the parents from our kindergarten is a children’s books illustrator, so we invited her to our kindergarten so we could mark Night of Books together with children.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 1. Communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; 8. Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts). As a basis for the development of early literacy in children of preschool age, we need to encourage the development of awareness of the different possibilities of recording their own ideas and their practical application. The goal is for children to understand the importance and usefulness of writing. Children in our kindergarten have already had the opportunity to make picture books themselves that are gladly read, even those older, made by children who have already started school. The new generation like to read picture books that

were written and illustrated by other children or themselves. Also children's picture books are always available to children, or are in the centre of the library, or exposed in the form of billboards.

LINES OF ACTION GOALS 3 COMPETENCES 2

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Cultural awareness and expression are encouraged through the children’s creation. In this activity with the author of picture books, children were introduced to the process of creating picture books. They talked to the author and noticed that the author shared her experiences and emotions through her picture books, and shared with her their own picture books that they made in the past.

SHORT ACTIVITY/PRODUCT DESCRIPTION: The aim of the activities was to become actively involved in the event Night of Books. Since the night of the book takes place on 23rd of April to mark World Book Day and Copyright Day with this activity we wanted to put the emphasis on the authors of literary works. Since children in kindergarten often make picture books themselves, which are later used in the work, they got a chance to learn directly from the author about the process of making the book, from the idea to the illustration. The author presented to children her picture books and children were able to shuffle through them by themselves. She brought the empty sheath of the picture book which is still in preparation, a kind of "skeleton" for inserting text and illustrations. Children were able to ask questions to the author. Most of the questions were about where she gets the ideas for the themes of the books. Talking and reviewing the author's works was followed by reading the picture books. The author left the choice of picture books that will be read to the children.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): The activity lasted for 45 min, with 25 children, age 5 and 6 years old. It took place in the kindergarten, with 2 teachers present. All materials were provided by the author, mother of two boys from the kindergarten.

FAMILIES AND TEACHERS ROLES: The parent was responsible for the activity, while the teachers prepared a place for activity, made an introduction and documented with photographs and video.

EVALUATION AND IMPROVEMENT PROPOSALS: The objectives of activities have been achieved. The author lent one of hers picture books and gave one to the kindergarten. Children daily read picture books with their teachers, and we have a few more borrowed from the library at the initiative of children. Children continue to show interest in creating their own picture books and stories with the help from their teachers.

AUDIOVISUAL DOCUMENTATION: PHOTOS Families’ opinion: Mother which conducted the activity was especially honored with our invitation and gladly accepted. Communication with children ran very well and the children in activity were extremely interested and were asking a lot of sub-questions. She was delighted when the children told her that they make picture books themselves, especially when she found out that her elder son Michael took part in one illustration. In an interview after the activity she has expressed surprise and delight with children’s creativity and their interest in making up their own stories.

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Others: Download this report

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ACTIVITY REPORT SCHOOL/S: Kindergarten “Djecji svijet” Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Origami LINES OF ACTION 1:

KEY WORDS:

FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or

Origami, Children’s workshop, Parent as a

prompt actions in each school year (of vary durations),

coordinator of the activity

either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school.

STARTING SITUATION: During individual interviews with the parents for the purpose of providing information about the child, one father mentioned his old hobby, origami. I invited him to come to the group because the origami is current interest of children in kindergarten and the teachers did not have the necessary knowledge and skills for successful implementation of the activity and the raising of the same to the next level. Parent gladly accepted the invitation. We agreed on the necessary material that we will prepare, the duration of activity and the time of arrival of parents in the group.

GOALS2: Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. Inspire action of joint training in educational institutions in order to improve educators’ and families’ skills as prime educational agents.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts). To create the conditions to encourage the participation of parents in shaping the vision of the institution and the opportunities for participation of parents in the planning, implementation and evaluation of the educational

LINES OF ACTION GOALS 3 COMPETENCES 2

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process. Harmonization of educational activities for the child with a view to the child's long-term well-being. All included children mastered the technique of origami at their level of knowledge and developmental age.

SHORT ACTIVITY/PRODUCT DESCRIPTION: The original plan was to hold one origami workshop with children. Parent had planned the workshop, and educator has prepared materials and space. The activity included 17 children. Some children already had certain knowledge and they independently bent papers while others were carefully following the instructions. We have also prepared colorful markers for decorating the origami frogs on fathersâ&#x20AC;&#x2122; proposal. The children asked many questions, and the activity flowed in a cheerful and dynamic spirit. The father tried to please all children individually so his original plan of action soon fell apart, but he quickly adapted to new circumstances. Aggravating circumstance was his son who was not exactly thrilled with sharing his father's attention with other children, but he was also showing pride in his fathersâ&#x20AC;&#x2122; visit to the kindergarten. After the activity, we asked the father for feedback, his experience and review of the events in the group. He said that he thought that too many children were involved and the fact that there were two tables made it difficult for him to commit to anyone. We explained that the interests of children for origami are extremely high, so more children joined spontaneously during the activity. He expressed his desire to come back again the next day and asked that children who are participating are placed around larger table so that performance could be better. The next day, on their own initiative, the children brought from home literature on the technique of origami as well as some works that were created either independently or with the help of their parents. The atmosphere was calmer and duration of activity was longer. Part of children twisted papers alone, and some kindly asked for help. Each day, the number of children increased, because the older and more experienced children gladly helped to that less skillful and thus developed the magical atmosphere of complete focus of all participants. The youngest children were satisfied with painting of cranes or frogs, some have mastered the production of paper hats and they were doing a few in a row. The most ambitious were making cranes and helped it their friends as well. Every day the father had prepared a new animal bending. Sometimes it was realized, and sometimes the children were keen to show their trained skills from the previous day. The activity lasted for a week and the children continued with the activity independently. Thus, for the purpose of decorating the stage for the final kindergarten event, they made a multitude of paper cranes.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Workshops were held five days in a row. Time required for the activity varied between 30 minutes and then gradually increased to 45 minutes, and even up to 60 minutes, depending on the interests of children. Number of children involved varied from a minimum of 10 to a maximum of 16 children aged 4 to 6 years of age. Adults participating in the activity were one parent and one teacher. The workshop was held in the front area of the kindergarten and the necessary materials were papers of various thicknesses, colors and formats, markers and books on the technique of origami.

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FAMILIES AND TEACHERS ROLES: Parent planned the workshops, while the teacher arranged material, place and time for the activity. The teacher has also overcome the technique of origami together with children, and helped the children, if necessary. The initiative for the activity came from the teacher, but the parent prolonged the duration on his own.

EVALUATION AND IMPROVEMENT PROPOSALS: The parent and the teacher after each workshop discussed progress and thus planned any necessary changes or contents that are most interesting to children. Communication was sincere and constructive and we believe that this is one of the keys to the success of the whole activity. The fact that children continued with activity on their own, both in kindergarten and in their homes, is a sign of a new quality in the lives of children. Children also exchanged literature and works that they shared with each other, and even decorated the hall for kindergartens closing ceremony. All the children involved managed to make independently at least one origami, according to their own interests and abilities, thus we consider that the goal of the activity was achieved.

AUDIOVISUAL DOCUMENTATION: Photographs Familiesâ&#x20AC;&#x2122; opinion: Call to conduct workshops of origami in kindergarten at the same time delighted me and scared me. First, of course, because the activity, which can be both educational and fun, inexpensive and available at the same time, will introduce origami to the children, among which will perhaps find someone who would like origami the same as I am or even more. I was scared, of course, because, as it proved, it is not easy to stand before the "pack" of children and to justify their expectations - to get something worth their attention. How to get the attention and keep it a whole lesson. Origami requires precision, patience and the ability to visualize, and it is a challenge to present it to those who are still developing those skills. In short, my experience with the workshop is great. And I learned something - I hope, that children did as well. Certainly I have a greater respect for all those who work daily with children.

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Our teeth LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

dental

Families are involved in punctual or all year actions at

toothpaste, brushing teeth

hygiene,

dentist,

toothbrush,

STARTING SITUATION: One mother from the kindergarten, who is dentist by profession, suggested an activity in which children could get to know work of a dentist in familiar surroundings – the kindergarten. She could examine children’s teeth with a sterilized tool so they could release that common fear from dentists. Besides that, she will show and teach them about proper washing and brushing teeth.

SHORT ACTIVITY/PRODUCT DESCRIPTION: Mom dentist began activity on dental hygiene with a picture book for children, "Gric and Grec". These are the names of small bacteria in the mouth which feed on chocolate, candy and other food residues that remain on the teeth if they are not cleaned and washed. That way they can damage the teeth and cause pain, so in order to

LINES OF ACTION GOALS 3 COMPETENCES 2

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prevent that it is necessary to brush our teeth with toothbrush and toothpaste. The mother explained the importance of regular brushing - in the morning, in the evening and more, if necessary. The story also served as a motive to talk about caries, healthy and unhealthy foods, and visiting the dentist. The mother also brought toy crocodile with teeth which was used as a model for teeth and how to brush them properly. All children participating in the activity used the crocodile to practice brushing the teeth on him. After that, the mother showed them how to sit at the dentist and how to open your mouth, and she explained that dentists use those little lights to see teeth better. Afterwards, children colored pictures of different types of teeth. She also gave them little mirrors that are used by dentist, so children could examine ceramic dentures. At the end of the activity, they all together watched educational cartoons about teeth and dental care.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Materials: computer, picture books, crayons, toothbrushes, toy crocodile with teeth, ceramic dentures, dental mirror Time: 90 minutes; Space: kindergarten space; Number of people involved: 20 children aged 5 and 6, a teacher and Ms. Tamara, Vid's mom

FAMILIES AND TEACHERS ROLES: Initiative for the activity came from the mother, who also prepared the materials and lead the activity. Teachers prepared the computer and photographed the activity .

EVALUATION AND IMPROVEMENT PROPOSALS: Activity was completely suitable for children of preschool age, and they were successfully shown the importance of maintaining dental hygiene, but also that the fear of the dentist really is unjustified.

AUDIOVISUAL DOCUMENTATION: Photos OTHER: download this report

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant School

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTION: PAKO AND PAKA INTERPRET TO MOZART AND VERDI LINES OF ACTION1: 1.

KEY WORDS:

BUILDING AN EDUCATIONAL COMMUNITY. The families are involved in specific or annual activities in the School. FAMILIES AS EDUCATORS. Families perform workshops or annual activities (of a varied length) every year. They can go ahead independently or with the collaboration of the teachers. The idea behind this is to develop life skills and the different curricular areas.

  PUPPETS  OPERA  PETS LISTEN  ENJOY  PARTICIPATE  HAPPINESS

STARTING SITUATION: This activity came about from two different proposals from the educational community: On one hand, some mothers offered to carry out some activities related to stories, theatre, sewing and puppets. On the other hand, a proposal that came from a coordinating teacher to promote the enjoyment of opera among the students using two puppets, Pako and Paka. From this premise, a group of mother’s offered to make a common project that should be created together and took on board everybody’s proposals and expectations. Once the offer was accepted, we got together to start the project.

GOALS2 1. To promote the role of families in our European educational centres as active educators in the integral education of their children and the development of the curriculum. 6. To establish relationships from the schools with our environment and context, transforming ourselves into drivers of social, cultural and educational change. 7. To plan fun/informative/cultural meetings inside and out of educational centres to raise the cultural level of the educational communities. 8. To increase and diversify the channels of information between the schools and the families

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: The Social and civic competences imply that we dispose of skills to be able to participate actively in civic life, living together and exercising democratic citizenship. To be able to put yourself in other peoples places and respecting the differences between creed, culture but also exercising rights, liberties, responsibilities and civic duties. Related to these competencies are objectives like:  Respecting the basic elements of living together  To demonstrate a respectful attitude towards the representation of the songs  To actively participate in the songs represented.

LINES OF ACTION GOALS 3 COMPETENCES 2

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The cultural and artistic competency not only covers the ability to enjoy and appreciate art and other cultural displays, but also helps to generate an open attitude and interest to participate in cultural life. Related to these competencies are objectives like:  Actively listen to the opera performance of Mozart and Verdi  Enjoy and get involved in the activities related to the performing arts  To get to know different type of music The competency of learning to learn implies being aware of what you already know and what’s necessary to learn. To know your own strengths and weaknesses, taking advantage of the strengths and motivating yourself to overcome the weaknesses. For this reason, it is important to realise that learning is a constant necessity through one’s life that helps us confront problems and find the best solutions in every moment. Related to this competency are objectives like:  Showing interest in learning

A SHORT DESCRIPTION OF THE ACTVITY With the help of one of the mothers, we made the Pako y Paka puppets, taking into account not to reproduce sexist stereotypes. The script was developed by the coordinator and was then presented to the rest of the group, after it was tweaked and adapted between everyone. We were always careful to take care of certain aspects related to the transmission of values to the students (collaboration, help, non sexist roles, happiness, enjoyment...) Works from Verdi, Mozart and Piovanni were recorded and memorized; some adjustments were made during the rehearsals. There were a lot of rehearsals and it was quite difficult to find suitable times and dates to suit all involved. As well as the Pako and Paka puppets, we used the soft toy pets that identify the classes from the school so that the children felt closer to the performance and they also felt involved in the scenes. Two representations were made for the students: one for the first cycle (1-3) and one for the second. (3-6) Afterwards, the children were invited to dance with the puppets and the puppeteers. The performance was also repeated during the open day for all the families as the closing activity in the first meeting of the S.E.L.F. project

METHODOLOGY AND RESOURCES USED (material, human, space, time, number of students ...): Methodology: From the information that is gathered in a survey at the beginning of every year about competences and possibilities for participation, the coordinator got in touch with mothers that had offered to do activitites related to stories, theatre and music Once the project was decided, some meetings were held to confirm everybody’s participation, text, dialogue, scenery, rehearsals etc. Resources: Human: Mothers, coordinator, teachers responsible for light and sound, children. Material: A big enough space for the puppet show, material to make the puppets, two fraggels and the 6 pet soft toys form the each class. Music: Fragments from the Mozart Opera “Papageno and Papagena” and “The Magic Flute”; “The Brindisi” and “La Traviata” from Verdi; “La Vida es Bella” from the film “Amelie”, “Portsmouth” from Mike Oldfield. Audiovisuals: Lights, sound equipment, camera and video..

THE ROLE OF THE FAMILY AND THE TEACHER The Families: One mother made the puppets with the guidance of the coordinator. The rest of the mothers gave ideas and suggestions about the dialogue, scenery and other puppets.. Teachers: To create the project, coordinate the activity, promotion, encouragement, planning, listening and carrying out the proposals.

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Finding and buying the necessary material to carry out the project. Organising the space, finding all the necessary things for the scenery. Planning the best time, within everybody’s availability. Making the signs to present the puppets: Pako and Paka, advertising the performance.

ASSESSMENT AND PROPOSALS FOR IMPROVEMENT: In general the valuation has been very successful, both from the people that carried out the activity; the group of mothers and the coordinator, but also the rest of the educational community: The teachers, families and overall the children enjoyed the show. The inclusion of the class pets was valued extremely positively, the children could interact with them during the show, which was gratifying and brought it closer to them. Activities like these enable the children to get used to the idea of families being involved in the daily life of the school, naturally accepting that their mothers can participate in “something special” for all the children, they felt like the protagonists. The preparation took a lot longer than expected. For the coordinator it meant a lot of extra time and dedication, both within and out of working hours. Dialogues and other aspects were modified as the project went on. It was complicated to get everyone together for the rehearsals, during schools hours and keeping it secret from the children to maintain the surprise factor. Despite this, the experience of working together with the mothers was extremely satisfying. One improvement I would make is to extend this activity with the same characters (Pako and Paka) to capitalise from the work entailed in making them.

Audiovisual Documentation: Photographs Video Opinion of the families: The general opinion has been very positive. From a learning point of view of the smallest children, the puppets were something magical, so in this case it helped them make contact with two musical greats, Verdi and Mozart. In the second cycle with the older children, the puppets are a source of entertainment, they interact with them and they reply. This produces feedback that enriches the spectacle even more. Classical music has a very positive effect on children, being able to listen to it in tune with the puppets that sing and dance was a perfect combination. You only had to see how attentive they were. I can only say positive things regarding the relationship with the teachers and the facilities supplied but the centre. They worked with the availability of the families, and helped out in any way they could to make the activity more enriching in any way possible (even in the culinary) I believe that this type of activity should be continued as far as possible. Teresa, Izei’s Mother. Well, for me in particular it has been like therapy. From the moment Guadalupe proposed the idea of making puppets that I had never done before, I really hoped that they would at least look funny, and when it turned out that they loved them so much, it was incredible, and thanks to the help of Guadalupe they looked spectacular. After the proposal was extended to represent the show together, little by little everybody’s participation made it was it was: All the proposals were valued, all characters that we wanted were added, the best dialogues were chosen, freedom and spontaneity was allowed and accepted, this was then transmitted to the children and the kids had a good time and were notably surprised. Maybe they don’t know by memory who Mozart was, and they don’t recognise his photo, but they did listen to “Papageno and Papagena” and I bet Pako and Paka danced in their heads.

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Furthermore, at home it was great to hear my daughter speaking about “Mum’s making a surprise for my school friends”, I loved being part of her education and seeing her play at “making a show”. I’m not a teacher, but I have learnt something that I can teach, even if it’s only getting over my embarrassment. Thanks a million, Guadalupe! Leticia, Mother of Ariadna

It has been an enriching and interesting experience that took a long time to prepare, I hope that the children enjoyed as much as me. I noticed that the older children are an especially demanding audience, although at the same time they’re very participative and they get into anything that’s proposed. The relationship with the teachers, was as always fantastic. We also had everything we needed at hand to carry out the activity. Regarding the possibility to establish more of these activities with families help would be very positive, but it does however have the inconvenience of all the time that must be dedicated, and not everyone is able to do this. Pilar, Mother of Marcos and Marta I enjoyed this activity a lot, in this case had been put forward by the teachers, Guadalupe and was carried out by her and four mothers from the school. Guadalupe brought the activity already quite well thought out; however she was willing to make any changes that people thought necessary. It was her proposal but as soon as it was shared it became everyone’s. It was beautiful discovering the potential, capacity and fantastic skills that the other mothers had and then being able to share the activity with them. It was amazing teamwork. The activity was designed for the little ones up to the older kids. Using puppets allowed for stimulation and meant we could hold their attention, hearing, communication and all those abilities that classical music allows. The biggest handicap was the time factor, it required a lot of time and dedication and families being available during school time to be able to design and rehearse the show. If it was outside school time it required the teachers to stay on late, and other families had to take care of their kids so as to take care of the surprise factor. It is still fantastic and completely necessary that these types of artistic and cultural activities created by the families and teachers exist, it is so enriching for the kids and it lets them see that we can all be ARTISTS!! It’s been a pleasure... Sara, Julia’s Mum

OTHER: Download this report http://www.dicelacancion.com/revista/musica-clasica-para-ninos

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ACTIVITY REPORT SCHOOL/S: Zaleo Nursery School

Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

ACTIVITY/PRODUCT:PILATES WORKSHOP KEY WORDS:

LINES OF ACTION 1: 2) FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

MOBILITY PSYCHOMOTOR ACTIVITY PILATES

STARTING SITUATION:

In the month of April, in 2014, Sebas, the father of two pupils from the school, kept in contact with the teacher in charge of the psychomotor activity for children who are 3, 4 and 5 years old. They discussed about the benefits and the conveniences of working with boys and girls the thoracic and abdominal breathing. Sebas is an expert in Pilates and he always combines his passion with his profession as a lawyer. He suggested inserting some Pilates session for the 4 and 5 years old pupils. It was the beginning of this experience. In the month of May, Sebas run 4 sessions in each classroom. Along the course 2014- 2015, the Pilates workshop for students between 4 and 5, was involved in our SELF Project (Sharing Education and Learning with Families). That workshop was run by him and was also coordinated by the teacher in charge of the psychomotor activity workshop for 3, 4 and 5 years old students. During that course, Sebas´ son, Samuel, was a pupil from the 4 years old classroom. Sebas was doing each session with groups among 8 and 12 pupils, including his child.

GOALS2: 1.

-Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula.

10 -Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: 1.Communication in the mother tongue. (Understand and set up verbal slogans related to Pilates). 3..Mathematical competence and basic competences in science and technology.(Facilitate the knowledge of the body image and motor abilities). (Control little by little the body: concentration, coordination, muscle tone, position, balance, flexibility)(Make easier the position experience and its relation with the space. The figures and the special orientation: up, down, on one side, on the other side, opposite, behind, on, under..). 5.Social and civic competences. (Cooperate with the rest according to the groups: partners, threes, small groups, big groups…). (Respect others due to their personal characteristics, actions, possibilities and motor and

corporal limitations). 1

LINES OF ACTION GOALS 3 COMPETENCES 2

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6.Cultural awareness and expression. (Know Pilates as a cultural manifestation which has some values to link our mind and our body: dynamism, muscular strength, mental control, breathing and relax). 7.Learning to learn is related to learning. (Know the possibilities and the obstacles, working out and bending obstacles) (Include new skills and strategies to solve proposal and concrete situations). 8.Sense of initiative and entrepreneurship is the ability to turn ideas into action. (Solve routines, situations and tasks, individually, with autonomy and conviction).

SHORT ACTIVITY/PRODUCT DESCRIPTION: During the course 2014-2015, the workshop activity started in the month of February and was uninterrupted until May, when was the end of all the workshops at the school. The groups who developed the workshop were the 4 and 5 years old pupils. To do the activity in concrete, each classroom (24 boys and girls who are 4 years old; 16 boys and girls who are 5) was split in two groups, among 8 and 12 children each one. In general, all those groups kept stable the whole course. By this way, pupils could see when they may develop the activity and who their mates are. As far as the 4 years old classroom is concerned, the workshop was done every week, an afternoon from 15:00 to 15:30. The length of each session lasted 30 minutes. According to the 5 years old classroom, the workshop was developed once a month, in order to find the balance between the workshop and their specific activities. The sessions took 45 minutes. One morning the timetable was from 9:45 to 10:30 and another one, from 10:30 to 11:15. While the Pilates session are in progress, it is crucial to insist on the importance of mental concentration, relaxation, body and spinal column vertebral position, breathing, balance and flexibility. At each session they worked all the elements. Each session started and ended with some routines thought to improve the personal comfort when you behave: we needed comfortable clothes, floor mats and all children took off their shoes. Along the whole workshop, Sebas, the father, was in charge of every activity. He selected and presented the contents of each session, gave information about the actions to do, ask questions and collected the childrenÂ´s opinions giving them answers and showing them the proper way to do the exercises as well. During all the activity, some photographic material was collected. An adult from the school was in charge.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś):

Dealing with the daily problems and looking for suitable solutions at each time to solve them individually or in group as a key to learn in life. In this learning process the familiar and social agents have a crucial role thanks to their knowledge and experience. The methodological proposal tries to connect information and experiences from an expert (Sebas, the father of one child at the school) thanks to observation, knowledge and boys and girls previous experiences. Additionally, it is important to know new strategies which let us improve the knowledge of our bodies and their control, develop the motor abilities and establish positive linkers with the others and the environment. In order to facilitate the link between the expert knowledge and the actual children necessities, the teacher in charg must do previous activities with them. The aim is providing information about who and when is coming to work with boys and girls, which is the reason and why are so crucial his lessons. It is important to promote a feedback about what we know and what we would like to find out. Therefore, we may explain that to Sebas to obtain suitable answ The Pilates workshop is organized in small groups to make easier their attention and the active participation of boys and girls. It is necessary to foresee the space and the required material (floor mats) to do the activity comfortably.

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The preparation of the space and material is done by the teacher along with the help of pupils. To get the effective preparation and collection, is important to insert and respect individual and collective routines: share and collect the floor mats; take the shoes off; tidy up clothes to pick it up. The suggested slogans to do each exercise must be easy and clear, as long as we put in practice the proper names, adjectives and verbs. By this way, we facilitate that boys and girls are used to doing these exercises in the classroom always doing these ones individually without the help of an adult. The content was growing up because of the boys’ and girls’ contributions. The duration of each session is related to the ability to concentrate of the pupils. According to 4 years old classroom The activity took half an hour approximately. Related to 5 years old students, 45 minutes. It is essential that while the activity is in progress several adults must give us a hand as far as the execution of the tasks are concerned. According to this workshop, having 2 adults is more than enough; the father in charge of Pilate Workshop and the teacher of the psychomotor workshop.

FAMILIES AND TEACHERS ROLES:

The familiar in charge, suggests, organizes and invigorates the development of the activity according to some personal criteria, taking into account the suggestions and the points they agreed at the previous meeting. This relative also contributes with the suitable material to develop the activity. The teacher is in charge of preparing in advanced to pupils: who is going to visit the school, what are his proposals, which is the reason, why are very important his lessons, etc. Moreover, he prepares along with some boys and girls the infrastructure of the space and materials required, as long as they count of the expert relative. While the activity is in progress, the teacher supports the familiar according to students´ attention and concentration to promote a dynamic and active dynamic at the classroom. The teacher also inserts the boys´ and girls´ contributions.

EVALUATION AND IMPROVEMENT PROPOSALS:

The general assessment has been really satisfying either by the educational staff or by girls, boys and families who have done the activity. These types of actions contribute to make more visible among pupils, the presence of fathers and mothers in the school life. At this respect, it is crucial to point out the children´s acceptance and naturalness according to seeing a familiar in charge of several actions at the school. The activity has been at any time split in small groups who have similar ages (between 8 and 12 boys and girls in each classroom) in order to promote an active participation in each proposal at the workshop. Additionally, it has been crucial the presence of enough adults to develop the workshop and to avoid the stops of boys and girls when they require individual attention. In concrete, we have counted on two adults: one to run and to invigorate each session; and the other one, to encourage pupils while they are doing the activities and taking pictures at any time. As far as the role of the adults is concerned, we would like to point out that their functions have been very clear and accepted since the very beginning. The father, always aware of his value as an expert, has selected the interests and contents of each session freely. He has explained easily and clearly the different proposals. He has aroused a suitable dynamic according to the groups and time getting a great link with the pupils. Therefore, the teacher has had simply a role of support. A REFLECTION. The key of success in the development of functions has been related to the frequent and stable periodicity (weekly, monthly…as long as they have a fixed date). Moreover, we have used the previous experience of this father who was in charge of the same workshop the year before in a short period of time. Thanks to the

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experience, it has facilitated a self confident, sure and determined attitude towards the proposal. It has also been important the time dedicated to the dynamic of the activity and the attention provided by each group according to the age of each one.

AUDIOVISUAL DOCUMENTATION: Photographs Families’ opinion:

“In my humble opinion, the families´ role at the school is essential. In a globalized world, the role of families is so important at children´s education. My impressions, when I was teaching Pilates have been really optimistic. My son has seen really natural my role in the classroom. Boys and girls, despite knowing I was the father of one of their classmate, haven´t seen it as something weird. Mi relation with them, has been at any time, very rewarding and pleasant. Therefore, the acquiring learning has been ideal and original. The relation with the teachers has been superb due to their help has been crucial. All the school staff have provided the resources (floor mats) and timing to do the activity. Family must take part at the school life as much as possible to enrich the boys´ and girls´ creativity and get on very well with them and teachers”. SEBAS

Others: Download this report

In previous sections of this worksheet we have insisted on two aspects as the KEY of the Pilates workshop: the stable periodicity along the course; and the rewarding impact of the father according to his personal experience in the previous course. However, there is a third aspect that we also consider important to EMPHASIZE: the father´s proposals of celebrating an open session with the rest of pupils´ families. Although it hasn´t a great impact, with no doubt, this initiative of gathering families represent the aim of SELF project when you link the Line of Action 5 and the Goal 2. In spite of not being the main goal of the workshop, this initiative is also thought to promote the insertion of families at the school life and to make easy the relation between the lines of actions and goals. LINE OF ACTION 5. INFORMING IS SHARING: Our Schools spread activities and educational or cultural contents. GOAL 2. Facilitate communicative and cooperative ties between the families of the institutions that participate in the project.

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Planting plants for birds in the park LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. planting, hawthorn, birds, food Families are involved in punctual or all year actions at school. 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS. STARTING SITUATION: Every winter, during daily walks, children fed the birds in the park near the kindergarten. They also participated in eTwinning project and made a bird feeder. But they wondered what are the birds eating during the weekend when they are not there to feed them. Their concern was also about bird’s nutrition during winters – do they have enough food in nature or are they depandant on help from humans. They shared that discussion with their parents and tought about ways to provide food for the birds during winter. One mother suggested that we plant some plants that will provide food even during winter months.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. Improve the cooperation and relationship between families and every participating institution. 3. Facilitate communicative and cooperative ties between the families of the institutions that participate in the project. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change.

1 2

LINES OF ACTION GOALS

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10. Distinguish ourselves as European educational institutions that value their centersâ&#x20AC;&#x2122; projects by understanding that childrenâ&#x20AC;&#x2122;s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

CONECTION TO CURRICULA/PUPILSâ&#x20AC;&#x2122; COMPETENCES 3/SKILLS DEVELOPED: 1. Communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; 3. Mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; 6. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation; 7. Sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance;

SHORT ACTIVITY/PRODUCT DESCRIPTION: The activity was organized on the initiative of a mother who cares intensely about nature and its preservation. Having heard that children are interested in how they can provide food for the birds throughout the year, the mother proposed that we plant a plant that keeps fruits even during winter so it would serve as food for birds. She organized the cooperation between kindergarten and company "Parkovi" from Varazdin, which is in charge of maintenance and planting plants in the city parks. In cooperation with that mother, children and their teachers visited company "Parkovi", where they were informed about the

COMPETENCES

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various plants whose fruits birds love to eat. They also learned that there are plants that retain fruit during winter, which are edible for birds. After that, mentioned mother arranged further cooperation with the company “Parkovi” and togeher they palnned planting of red hawthorn tree. Children will also take part in the tree planting and later they will proceed to visit the tree, watch it grow, and watch during winter how the birds feed on seeds of hawthorn. Children from 3 to 7 years of age participated in the activity, togehter with the mother on whose initiative this activity was launched, and experts from the company "Parkovi". Children were involved in tree planting, and learned that they first need to dig a ditch, put fertilizer, then add more soil to fertilizer, and eventually plant a tree and soak it with water. After that, children tamped the soil. The activity was covered by the local media who recognized importance of children’s initiative. After planting, the children gladly shared with journalists their thoughts on the importance of taking care of the birds and the nature.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Materials: hawthorn tree, soil, shovel, wooden pole; Time: 90 minutes; Space: city park near kindergarten; Number of people involved and the number of children involved - activity included 70 children from 3 to 7 years of age, five kindergarten teachers, teacher-trainee, principal, and one mother. Besides them, experts from the municipal company "Parkovi" and eight news crews (TV, radio, local newspapers) participated in the activity.

FAMILIES AND TEACHERS ROLES: Teachers talked with children about the importance of preserving the nature and feeding the birds and prepared necessary materials. They also photographed the activity. The mother, who was the initiator of the activity, helped the kindergarten in establishing cooperation with the city's municipal company "Parkovi", and was included in all of the preparations and organization of the activity, including informing the media about this, environmentally important, activity.

EVALUATION AND IMPROVEMENT PROPOSALS: Through this activity children recognized themselves as active members of the local community, as they own initiative encouraged the local community to plant the tree, which have provided food for birds throughout the year and thus contributed to the preservation of nature. Similar activities should be continued in the future as they help children in the promotion and development of key competences for lifelong learning (social and civic competences and sense of initiative and entrepreneurship).

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From the media: http://varazdinski.rtl.hr/drustvo/foto-malisani-iz-djecjeg-svijeta-posadili-glog-kako-bi-ptice-izimi-imale-hrane http://www.varazdinske-vijesti.hr/magazin/foto-malisani-iz-vrtica-djecji-svijet-posadili-glog6226/ http://aktualno.hr/novosti/sport/56955_Malisani+iz+Djecjeg+svijeta+sadili+glog+u+parku.html#. VzMfl4T5jIU http://www.hrt.hr/enz/regionalni-dnevnik/331795/ https://www.youtube.com/watch?v=3GolsO9byNQ https://www.youtube.com/watch?v=DCLdgA0SyUs Familiesâ&#x20AC;&#x2122; opinion: I am very pleased that both large and small members of the family "Djecji svijet" accept positive values and engage in such activities with joy and enthusiasm. One of them was planting hawthorn in the city park. I teach my child from an early age the importance of protecting the environment and taking care of our coinhabitants of this planet, and I'm glad that the children from the kindergarten decided to act. And they did not only act, but their children's commitment encouraged their peers in other kindergartens in Croatia to similar action. (Igi's mother)

Others: download this report This activity connected the kindergarten with the local community, where the local community has recognized us as capable and active factors of social life.

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant School

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTION: PLATERO’S UNIVERSE LINES OF ACTION1:

KEY WORDS:

1. BUILDING AN EDUCATIONAL COMMUNITY. The families are involved in specific or annual activities in the School. 2. FAMILIES AS EDUCATORS. Families perform workshops or annual activities (of a varied length) every year. They can go ahead independently or with the collaboration of the teachers. The idea behind this is to develop life skills and the different curricular areas.

  Infant literature   Poems  Listening together Sound piece Performance

3. RELATIONSHIP WITH THE ENVIRONMENT: The environment is recognised in our project as the third educational agent and converts itself into a learning resource. 4. TO INFORM IS TO SHARE: Our schools spread educational and cultural activities and content.

STARTING SITUATION: In 2015, we celebrate the Centenary of the book “Platero and I” from the poet Juan Ramón Jiménez. The association, “Vallecas todo cultura”, makes a proposal to the schools, libraries, and cultural centres of the area to pay tribute to the writer and his work in the new issue of the magazine “Vallecas calle de libro 2015”. This proposal makes us quite enthusiastic, and we start to get ideas and get together an initiative to make this poem reach all corners of the school.

GOALS2 1. 2. 3. 4.

1 2

To promote the role of families in our European educational centres as active educators in the integral education of their children and the development of the curriculum. To establish relationships from the schools with our environment and context, transforming ourselves into drivers of social, cultural and educational change. To plan fun/informative/cultural meetings inside and out of educational centres to raise the cultural level of the educational communities. To design and create educational and cooperative spaces for communication between the families that participates in the project.

LINES OF ACTION GOALS

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CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: The linguistic communication competency refers to the use of written and oral language, from representation, interpretation and understanding of reality. From the construction of knowledge and organisation and self regulating thoughts, emotions and behaviour. Also, linguistic communication must be the engine of solving conflicts peacefully in the school environment. Listening and conversing implies verbal interaction in many different contexts. The Social and civic competences imply that we dispose of skills to be able to participate actively in civic life, living together and exercising democratic citizenship. To be able to put yourself in other peoples places and respecting the differences between creed, culture but also exercising rights, liberties, responsibilities and civic duties. The cultural and artistic competency not only covers the ability to enjoy and appreciate art and other cultural displays, but also helps to generate an open attitude and interest to participate in cultural life. Autonomy and personal initiative supposes an ability to imagine, undertake, evaluate and develop individual and collective projects in a creative way, with a sense of responsibility, trust and criticism. Also, working together on values such as self esteem, freedom, emotional control and the ability to confront difficult situations.

A SHORT DESCRIPTION OF THE ACTVITY Platero’s Universe consists of a series of activities that let the imagination shine of those that experience it. Platero’s creation: Some families at the school made a life size version of Juan Ramón Jimenez’s Platero horse out of wood. We put saddlebags on Platero and hung letters from these bags. Sound Piece: We found people in the school that spoke other languages as their mother tongue: English, German, Catalan, Dutch, Portuguese, French, Romanian and Basque. We also looked for different Spanish accents from the peninsular, but also Hispano American. Each person translated the first chapter of Platero and I, we recorded it and made a sound piece. This piece was on an MP3 player and installed in the saddlebags of our Platero, we provided headphones where the families and kids could listen individually to this sound piece. The next place was in the cultural centre “Paco Rabal” in the Vallecas neighbourhood where you could hear the piece played in the exhibition. Performance: In one of the activities that the school organised to celebrate “World Book Day”, we arranged a performance of “Platero and I”. Families that spoke different languages recited the first chapter of the book. The audience was asked to pass through the memories that Juan Ramón had in his stay in Moguer, mostly with his relationship with Platero and the children in the village. The voice, the emotion, the music and the presence convert the first chapter of Platero into 10 different languages, the words caress us and we imagine ourselves as poetic beings.

METHODOLOGY AND RESOURCES USED (material, human, space, time, number of students ...): The proposal is born from “Vallecas Todo Cultura”. It allows us to convert ourselves into cultural-poetic facilitators with our students. We rely on families that speak 8 different languages and another 8 different Spanish accents, 4 peninsular and the other 4 Hispano-American. Technical requirements were a voice recorder and a computer. 3

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We use the wooden horse sculpture that was created for the carnival procession as support for our sound piece. The cultural centre in the neighbourhood accepts the exhibition “Plateros in Vallecas”

The performance is held during a cultural event at the school, with the accompaniment of the friend who is a cellist. The Juan Ramón Jimenez Foundation also collaborated with us by providing the necessary translations used by the different languages that participated adn couldn’t easily be found.

THE ROLE OF THE FAMILY AND THE TEACHER Families offered their sensitivity towards the infant literature and their poetic voice in the sound piece. During the performance the also added their stage presence. Not all the translations could be found, so the families helped translating them from Spanish. One of the coordinating teachers encouraged the participation and organisation between the families of the different activities. The ICT coordinator also helped out in the parts related to sound and image.

ASSESSMENT AND PROPOSALS FOR IMPROVEMENT: Audiovisual Documentation: Photographs Artículo online Performance Photographs Performance day video Performance video Opinion of the families: OTHER: Download this report

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ACTIVITY REPORT SCHOOL/S: "Dječji svijet" Varaždin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: A trip to the National Park Plitvice Lakes LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

National

Families are involved in punctual or all year actions at

untouched nature, wildlife in its natural

school.

environment

Park,

Family

Day,

preserving

4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

STARTING SITUATION: National Park Plitvice Lakes organizes every year the action "Family Week" which allows all visitors who come with their family members free entry. This special offer is to encourage families, individual guests to visit the Plitvice Lakes and enjoy the beauty of nature of largest and oldest national park in Croatia.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change. 7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities. 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

1 2

LINES OF ACTION GOALS

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SHORT ACTIVITY/PRODUCT DESCRIPTION: Our kindergarten, in collaboration with parents and Mountaineering Association MIV, organized trip on Saturday 24.10.2015. to Plitvice Lakes National Park. We set off from the kindergarten’s parking lot in Varazdin at 7.30. Total of 11 children and 18 adults participated in the activity. Specific contents related to spending time outdoors were realized by visiting the Plitvice Lakes National Park. Spending time outdoors had an impact on personal responsibility and timely recognition and response to the unexpected situations in nature, the acquisition of new information, experience, knowledge and appreciation of unspoiled nature and education for nature conservation. This excursion achieved movement, beeing outside in fresh air, increase of fitness, and directing attention. By socializing and sharing experiences we increased competence and social development of children and adults. National Park enabled the acquisition of new experiences, such as boat and an electric train ride, and careful movement in nature with numerous waterfalls and large amounts of lakes with diversified flora and fauna. Preserved nature had a positive effect on the sensory-motor development: the smell and touch.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): To organize the excursion we had to contact the management of the National Park Plitvice Lakes, organize the transportation, and regularly inform all participants about the transportation costs, as well as food availability.

FAMILIES AND TEACHERS ROLES: Parents and teachers have organized, by mutual cooperation, a trip on which all participants have acquired new experiences, stimulated by the scents, sounds and visuals pristine beauty of the National Park.

EVALUATION AND IMPROVEMENT PROPOSALS: It is necessary to make detailed preparations and organization for such a trip. Each individual participant should be thoroughly informed about the ways of movement, given that due to the specific narrow paths and numerous possibilities of directions.

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AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: "A visit to the National Park is always a special and impressive experience. The beauty of the Plitvice Lakes in the fall is in many colors, waterfalls, and green plants that grew in the golden colors of autumn. Children enjoyed in diversity of flora and fauna that was constantly at hand. Despite the length the road trip was not tiring, and comfortable bus enabled the rest during the trip. I recommend visit to Plitvice Lakes National Park to everyone, especially during the Family week, when the unique beauty of unspoiled nature can be experienced in its full autumn splendor.” Rija’s mother

Other: : Download this report

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ACTIVITY REPORT SCHOOL/S: Zaleo Infant school

Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

ACTIVITY/PRODUCT: POETRY IS ADRIFT LINES OF ACTION 1: 1.

KEY WORDS:

CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS. INFORMING IS SHARING: Our Schools spread activities and educational or cultural contents.

Children´s poetry Lullaby and murmur Participative art Communal art School and social environment

STARTING SITUATION: POETRY IS ADRIFT was born at the beginning of SELF Project as one of its key goals. It is an initiative that makes school turns into a promoter agent of social, cultural and educational change in our environment. Through this proposal of participative art, it has been possible to rescue from our grandparents and parents memory; all the lullabies and murmurs from our childhood. It has been either a project for Zaleo or for users at State Library and inhabitants from the neighborhood.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 5. Inspire action of joint training in educational institutions in order to improve educators’ and families’ skills as prime educational agents. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change.

1 2

LINES OF ACTION GOALS

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7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities. 8. Increase and diversify informative channels of each school with their families. 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: 1-Communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts. 5-Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation. 6-Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts). 7-Sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance.

SHORT ACTIVITY/PRODUCT DESCRIPTION: This Project is developed in different phases: First phase: We provide information to families about the project in which we tend to rescue the first murmurs that our parents or grandparents whispered to us and having the opportunity to share them with the other families and neighbors. The coordinator at Zaleo suggests building up a “poetic container” to keep all lullabies as glass bottles. “Authenticated” this process of rescuing the lullaby by taking pictures or recording the audio in which you can sing or whisper the murmur. Second phase: We keep in contact with the State Library from the neighborhood that supports our project since the very beginning, making easier the contribution of neighbors and library´s users and providing us its space to set up an exhibition room to reproduce a “sandy beach” to deposit our “shipwrecked bottles”.

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Third phase: The interest shown by the library makes easier to connect with a communal association called “Vallecas Todo Cultura” which gathers cultural associations and educational centers from the area, along with a bookshop. Thanks to them we can add more approaches to the project. Finally, the initiative will be opened to any person interested or any neighbor. Fourth phase: Then we may explain the participative art initiative results. In consequence, we use public space from the library to install a sandy beach made of more than 3000 kilos of sand to deposit all the shipwrecked bottles. Therefore, we celebrate an opening event to spread the process and results on the sandy beach when a children´s and another adult choir sign some lullabies. They attended more than 400 citizens and we were so proud of it making visible the tight relation among school- families-environment. Fifth phase: After the success of the event, we considered to create more initiatives in which the relation between the school and the neighbor institutions still being crucial:  “Poetic itinerary to encourage reading”. The school along with the neighborhood library, the State Library and an association that supports the formation of teachers, celebrated some formative encounters with a poet and a writer about encouraging reading and poetic creation for children between 0 and 6. There were opened and free sessions for educators, teachers, librarians, reading entertainers and curious people. At Zaleo takes places “poetic animations” such as:  “The Murmurers of lullabies week”. At the school we realize a workshop along with families to build up “whispers” (cardboard or plastic tubes) which they might use at the library “to whisper murmurs and lullabies”.  “Poetic itinerary at Zaleo”: We may open the school on Saturday morning with the unique purpose of enjoying with the poetic corners and a performance held by mothers and fathers to emphasize the social inclusion.  Sixth phase: The spread of this project to other schools or cultural centers will take place through a website that will work as a wine cellar of “emotive words containers” which have verses coming from flickering lips and tender views. Thanks to with we can share it with all around the World. 

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Once the project is designed, the school counts on a coordinator to develop and put in practice all the ideas According to the SELF project: on one hand, becoming the promoter of tight relations at our surroundings; on the other hand, being a promoter agent of the social, cultural and educational change. We also choose a coordinator in charge of IT´s. Some talks are organized whereas the first term of the course is in progress to share all the information of the project “Poetry is adrift” inviting and involving all cultural and communal agents. The activities last along the course to enrich the educational center us day by day. More than 3000 kilos of sand were used for the project due to the library and community personnel gave us a help. Some volunteers advised with the installation. In addition, a photographic montage was set up to know “on site” the lullabies inside the bottles. In the opening event, participated a children´s and another adult choir, apart from some representatives of each Institution.

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FAMILIES AND TEACHERS ROLES: The whole families have offered their lullabies and murmurs. They have contributed in the spread of each event encouraging citizens to take part in them. The teachers, in concrete the coordinator, have gained that our school will be opened in a huge environment for the first time, getting the tight collaboration of the main cultural, social and educational associations from our neighborhood.

EVALUATION AND IMPROVEMENT PROPOSALS: We have asked to the manager from the State Library in Vallecas to make an assessment of the whole activity due to he seems to be an external educational agent. Lullabies and murmurs, poetry is adrift. “The current society is distinguished by promoting the communication channels, the social networks and the storage of information (individual and communal memory). However, technology has a lack of emotions. Therefore, the idea of this project consisted on gathering: social networks, individual memory and its relation with the familiar, social and cultural environment. This project links the different nodes from social networks: “Nursery school Zaleo”, primary schools, cultural associations such as “Vallecas Todo Cultura”, “Asociación Cultural Al Alba”, the state library like “Vallecas State Library” and the citizens. The memory: in which takes part families, teachers, librarians, and boys and girls; the first murmurs and lullabies are reminded and even in which situations were sung; all that ancient songs are evoked along with children getting their empathy and then keeping it inside the “shipwrecked bottles” which might be decorated by the relative and the child together. The state library, “Vallecas State Library” is turned into a “lived library” where all the educational agents participate. At this respect the main point are people and their messages; for 45 days the library users, the “shipwrecked bottles” makers and the neighbors have established vivencial links. The library has become a crucial environment of communication among inhabitants”.

AUDIOVISUAL DOCUMENTATION: Photographs Video Online vault Families’ opinion: There have been so splendid activities that have allowed an incredible link between our childhood, through the lullabies sung by our parents, and the current childhood of our children. A mutual understanding has been generated at the educational community, particularly whereas “whispered lullabies” was in progress at the library. I find a luxury to see how these types of activities take place, not only because they reinforce the collective feelings among adults, but they establish a tight link with poetry trough affection, writing and speaking at a stage where children are learning to read. Additionally, as adults, we learn a lot doing these kinds of events, intensifying affective bonds that usually are mute.

Others: Download this report Bibliography used:  Federico García Lorca talk, “The children´s lullabies” http://www.biblioteca.org.ar/libros/157654.pdf

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant School

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTION: PORTRAIT WORKSHOP LINES OF ACTION1: 1.

KEY WORDS:

  Artistic education  Portraits in infant education The face, measurements and techniques  Artistic actions in the streets

5. TO INFORM IS TO SHARE. Our schools share cultural and educational content and activities

STARTING SITUATION The 18th of May is “National Museum day” and both of the participating infant schools in this project decide to realise an artistic activity together, one in Spain and the other in Croatia: “Children create artistic portraits of people that are walking outdoors and would like to pose” We find ourselves with a new challenge, and to take this on we rely on the experience of one of the fathers from the 3-4 class who is a visual artist by trade. In one month he committed himself to carry out workshops to learn to make portraits with the 4-5 year old children.

GOALS2: 1.

To promote the role of families in our European educational centres as active educators in the integral education of their children and the development of the curriculum. 7. To plan fun/informative/cultural meetings inside and out of educational centres to raise the cultural level of the educational communities. 10. To distinguish ourselves as European educational centres that has as one of its values, an understanding that children’s education is a shared responsibility between families, professionals and the environment, with the outcome being to raise the quality of the process of teaching.

1 2

LINES OF ACTION GOALS

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CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: The competences that worked on in this activity are: 1. The linguistic communication competency refers to the use of written and oral language, from representation, interpretation and understanding of reality. From the construction of knowledge and organisation and self regulating thoughts, emotions and behaviour. Also, linguistic communication must be the engine of solving conflicts peacefully in the school environment. Listening and conversing implies verbal interaction in many different contexts. 6. The artistic and cultural competency covers both the ability to appreciate and enjoy art and other cultural demonstrations, but it also helps generate an open attitude and interest to participate in cultural life. 8. Autonomy and personal initiative supposes being able to imagine, undertake, develop and evaluate actions and collective and individual projects

A BRIEF DESCRIPTION OF THE ACTIVITY We did four workshop sessions before this artistic activity. The groups were divided into two for each session. We started using pencils to draw, and although this was individual work, the kids started to work together naturally. During the sessions we learnt the proportions of the face using an oval shape. We recognise our partners face with hands. We draw their portrait and the teachers faces (in this case the fathers) We introduce colour using tempera paint. Finally we make portraits of the visitors to the public library in Vallecas, before entering they posed for us. At the end of the day we had an exhibition in the library. The exhibition lasted a week and the people that had had their portraits drawn, could collect the drawing at the end of the week.

METHODOLOGY AND RESOURCES USED (material, human, space, time, number of students, ...): We used A3 paper, pencils and tempera paint. In each session there were 13 kids and we used the interior hall of the school, a wide space which can accommodate this type of activity which needs a projector and allows us to see images. The sessions were 50 minutes long and there was the father and tutor present. The specific contents worked on were:   

Introduction to portraits Analysis of the structure of the face Implementation of these objectives

THE ROLE OF THE FAMILY AND THE TEACHER In these very specific sessions, the father prepared them by firstly explaining what had to be done, incorporating visual support, images and even one of the teachers posed as a model. The teachers role was to support the father and help carry out the task in the time that had been set.

ASSESSMENT AND PROPOSALS FOR IMPROVEMENT:

COMPETENCES

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Audiovisual Documentation: Photographs Action the “International Museum Day”: Photographs Video

Families Opinion: My personal opinion about the portrait workshop is very positive, the opinion I have about the students is subjective as I haven’t been able to follow this up, but I sensed that it would help them understand their context and the human face in some way. I hope that it was as helpful for them as it was for me. I saw their reaction when I spoke to them about concepts that were quite complex but I think they understood and assimilated the information in their own way. The relationship with the teachers is always great; they were always willing to share their knowledge about groups of infants. The resources provided were basic, but it’s worth noting that in this type of activity, it’s best to have the best resources to get the most out of the activity. It’s important to know that you have to invest to get the best results. I think that the timings were adequate. I believe that if this activity was cleaned up a bit; it could be made more effective and digestible for the kids. As parents I believe that we should be more participative in the education of our children. Thanks for your support. Hugo Martínez Lázaro, Lázaro’s Dad.

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ACTIVITY REPORT SCHOOL/S:"Dječji svijet" Varaždin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Excursion to “Potok Sumi” LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

creek, being outdoors, campfire, hiking

Families are involved in punctual or all year actions at school. 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

STARTING SITUATION: Monthly hiking trip of Kindergarten “Djecji svijet” as part of a mountaineering society MIV

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change. 7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities. 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

1 2

LINES OF ACTION GOALS

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CONECTION TO CURRICULA/PUPILSâ&#x20AC;&#x2122; COMPETENCES 3/SKILLS DEVELOPED: 3. Mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; 5. Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; 6. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation.

SHORT ACTIVITY/PRODUCT DESCRIPTION: A group of 34 people (kindergarten students, their families, employees of the kindergarten and their families) went on a monthly hiking trip. Destination was Potok Sumi, located at the foot of Ivancica mountain, above town Ivanec. After the walk, the group settled next to the creek where they spent the afternoon. Lunch was prepared by the campfire, in which participated both adults and children. Adults played different games with the children. On the way back we visited the resort on Ivancica mountain and have thus completed the trip with learning about new places suitable for family visits and meetings.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): The activity was attended by 14 children with their families and 4 employees of the kindergarten also with the families (a total of 20 adults). Duration of the activity was unexpectedly extended because of the desires of the participants to continue socializing in nature. This excursion was different from the others because the whole day was spent entirely in nature, without a visit to the mountain hut, so everyone had to prepare whole lunch for themselves (from burning campfire to preparing meals). Teachers brought balls needed for the game, and all the adults brought everything needed for a longer stay in nature.

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FAMILIES AND TEACHERS ROLES: Adults have organized mobile games, ball games and board games, and they played together with the children. Two parents at a nearby meadow organized a time of relaxation with yoga for the interested adults, while the children were under the supervision of adults who were not involved in this activity.

EVALUATION AND IMPROVEMENT PROPOSALS: On this excursion, apart from socializing and sharing free time, we learned about fellowship and sharing our space with others. Children have studied the nature and life in it and also learned responsible behavior. Staying in nature enables children to deal with numerous unforeseen activities, encouraging them to self-organized activities that were inspired by the current attitude of children to new and challenging situations, eg. playing with water, crossing streams using poles, climbing steep slopes with small waterfalls, identify and distinguish different plants. We taught each other, we learned from each other, we learned in nature and in harmony with it. One of the most beautiful features of these meetings is to share care for each other, the division of tasks and responsibilities.

AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: "A trip to Potok Sumi was very impressive, partly because of applied life in nature, partly because of a very impressive landscape (large glade, forest, stream and small waterfall, all one next to each other and the possibility to be in the shade or in the sun, to actively walk and exercise or to passively sit and watch nature). Children have acquired a very useful experience of living in nature, nature conservation, and saw fire and water. Walking on stream and throwing stones, leaves and twigs in the stream, as well as the detection of animals that live in their natural environment was great fun. With the help of parents children made campfire and watched how the food is prepared, but they also participated, under the supervision of parents. They learned about responsible ignition and extinguishing the fire, and that the sweetest meals are prepared in nature, without undue dishes and accessories. The sound of the stream and shade provided by a grove of trees next to it were the perfect lullaby for children who took their afternoon sleep in the fresh air, while others played various games. Wonderful experience of socializing, sharing, joint preparation of meals and games, finding their place in nature and practical learning about the importance of nature!" Vito Fran’s and Grga Leon’s mother

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ACTIVITY REPORT SCHOOL/S: "Dječji svijet" Varaždin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Reading outdoors LINES OF ACTION 1: KEY WORDS: CONSTRUCTING AN EDUCATIONAL COMMUNITY. books, reading, nature Families are involved in punctual or all year actions at school. STARTING SITUATION:

Manifestation Night of books is held for the fifth consecutive year in Croatia, on the occasion of World Book and Copyright Day (23rd of April). It aimes to promote books and reading culture, encouraging conversation about literature and everything that books present in a modern society. Special matinees were created for preschoolers, taking place in the morning or afternoon. Since children in kindergarten gladly read variety of books and picture books and often talk about favorite books that their parents read for them at home, we saw this manifestation as an excellent opportunity for another joint activity with parents. One mother suggested it would be good for children to read books in the open air, in nature, in order to understand that reading can be enjoyed anytime and anywhere.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. Improve the cooperation and relationship between families and every participating institution. 3. Facilitate communicative and cooperative ties between the families of the institutions that participate in the project. 7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities.

LINES OF ACTION GOALS 3 COMPETENCES 2

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8. Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

SHORT ACTIVITY/PRODUCT DESCRIPTION:

This year Night of books was held on Friday, 22nd of April. Children brought their favorite picture books from home, and chose their favorite books from kindergarten and we went to the park in front of the children's library in the vicinity of the kindergarten. There we were greeted by two mothers who, along with the teachers, read books to children. Some children who can read by themselves read books of their own choosing. At the end, they all talked about the books they have read.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Materials: a variety of books, picture books, encyclopedias; mattresses and wool pads; Time: 90 minutes; Space: Park in front of the children's library in the vicinity of the kindergarten; Number of people involved: 40 children (5 and 6 years old), three teachers and two mothers.

FAMILIES AND TEACHERS ROLES:

Parents, teachers and children chose books from the kindergarten and from home. Teachers have prepared the necessary materials (mats, pads), and made an introduction to the activity by talking to children about the importance of books. They also photographed the activity. Parents, together with teachers, were responsible for carrying the activity out. Indirectly, all parents of children aged 5-6 years were included in the activity since they chose together with their children books that children brought to the kindergarten.

EVALUATION AND IMPROVEMENT PROPOSALS:

The activity, which was also reported on the website of Night of books (http://nocknjige.hr/), was realized in full. Every day children in kindergarten read books and they loved reading in nature. Therefore, reading outdoors could be introduced as a regular activity in the kindergarten, especially in dry weather.

AUDIOVISUAL DOCUMENTATION: Photos

Familiesâ&#x20AC;&#x2122; opinion:

Organized by kindergarten, we read books outdoors within the green areas in front of the villa Bedekovic, which is also location of Children's Department of the City Library. So this green area turned into a library in the open, and with the help of the sun and in a reading picnic. The children followed with interest and accepted figures, facts and stories from books, asking questions. Each of them has proved to be an open book eager to share moments which bring closeness, commitment and presence. Entry into new, imaginary worlds or reading facts about the world around us enriched everyone. The most beautiful thing was to offer children image of

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themselves through books, so they realize that they are important, unique and special, and it's important to love yourself and the world around you. (Vito Fran and Grga Leon's mom)

Other: Download this report

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

ACTION:

Email for questions: eei.zaleo.madrid@educa.madrid.org

SCHOOL YARD AND GARDEN

LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are

LIGHT COLOURS TRANSPARENCIES MOSAICS PLANTERS/FLOWER POTS GARDEN PLANTS IRRIGATION GARDEN PRODUCE……

involved in ad hoc or all-year-round actions at school. 2. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or ad hoc actions in each school year (of different durations), either independently or in cooperation with a teacher, in order to support the development of skills, knowledge for life and/or curricular areas. 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

POINT OF DEPARTURE: Families have been involved in the school yard for the last four years. After a number of families had offered to carry out activities with the pupils, a teachers’ committee was appointed which met to consider and decide on what should be changed in the school yard and what could be achieved. The action started with the aim of introducing into the yard elements that would encourage observation, reflection and/or scientific, visual, sound or other kinds of experimentation. For an extra twist to this approach and to make the yard another place for play and observation, the teachers’ committee considered giving it a more playful dimension taking into account three elements in particular: LIGHT, SOUND AND EARTH. In the first year of Project SELF, we tackled the theme of light, making mobiles to hang from the trees, and earth, with the assembly and care of a vertical garden. As regards the theme of sound, after initial consideration, the possibility of making an interactive sound panel for pupils was eventually ruled out as it would disturb the rest of the 0-3 year olds during their afternoon nap. During the second year, we set up the school garden, which required the provision, assembly and preparation of planting pots which were then used for the mosaic workshop with pupils aged 5-6.

LINES OF ACTION GOALS

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the cultural level of educational communities. 10. Stand out as European educational institutions that value their school projects, understanding children’s education as a shared responsibility between families, professionals and environments with a view to raising the quality of the learning process.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: 3. Competence in knowledge and interaction with the physical world is the skill that allows interaction with the physical world both in natural aspects and those generated by human action. This competence allows the prediction of events, the understanding of phenomena and aims at looking after and caring for the conditions of one’s own life, the lives of others and those of all living creatures. 5. Social competence and citizenship involves providing the skills required to take an active part in civic life, living in and exercising democratic citizenship. It involves being able to put oneself in another’s situation, showing respect for cultural and belief differences, and exerting civic rights, freedoms, responsibilities and duties. 6. Cultural and artistic competence covers both the skill to appreciate and enjoy art and other cultural manifestations, and to create an open-minded and interest in taking part in cultural life. 7. The competence to learn to learn involves being aware of what is known and of what still needs to be learned. It involves getting to know one’s own potential and shortcomings, making the most of the former and being motivated to overcome the latter. Consequently, it means understanding that learning is an ongoing lifelong need which helps us to face up to problems and find the best solutions at any given moment. 8. Autonomy and personal initiative means being able to imagine, undertake, develop and evaluate joint or individual actions or projects creatively, responsibly, confidently and critically. It also involves working on values such as self-esteem, freedom, emotional control and the capacity to tackle difficult situations.

BRIEF DESCRIPTION OF THE ACTIVITY: Workshop making mobiles with coloured transparencies The workshop began tackling the first of the elements, namely LIGHT, by painting one wall of the yard white so that the children could see the effect of the projection of sun and shadows using coloured acetated over it. The mother of one pupil led a workshop making mobiles with coloured transparencies which could then be hung from trees to view the visual effects. Vertical garden With this activity, we worked on the second element, EARTH. A group of families contributed a number of wooden building pallets which were used to make this. The activity was done with children aged 4 to 6. The irrigation and maintenance of the vertical garden was carried out by a teacher on the yard committee with the pupils. School garden Some of the school’s families offered the opportunity to set up a school garden to initiate the pupils into growing garden produce, sustainable consumption and linking these to organic food that would in parallel be gradually introduced on the school lunch menu. After considering different alternatives, one group of parents brought concrete planters to school for planting. This workshop was conducted with three second-stage classes, aged 3-4, 4-5 and 5-6. The seedlings were donated by a local nursery and ecological association. Mosaics The arrival of the planters was the trigger for the mosaic workshop conducted with pupils aged 5-6.

COMPETENCES

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METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): As in all the activities for Project SELF, the proposal was made by families through a survey at the beginning of the school year about skills and participation options. A teacher took charge of coordinating the different activities. Workshop making mobiles with colour transparencies At a mother’s suggestion, it was conducted with a group of 4-5 year olds, in various sessions, in small groups, some in a larger group, and led by a teacher. She took charge of preparing and buying the necessary material (coloured acetate, wire, glue….) and asking the school for the tools that were needed (pliers, scissors, awls…) The mobiles made were hung up in the yard so that the pupils could see the colours projected on to the white wall, the ground and the sand, look through them and so on. Vertical garden The families contributed the wooden pallets, cut them up and prepared them for use as the support for the vertical garden. Once it was ready, small groups of the 4 to 6-year-olds, with the families’ help, filled them up with topsoil. This was allowed to settle and after a few days, they were placed against a wall in the yard and plants from a nursery were planted. Once in position, all the pupils aged 3-6 were organised into small groups to carry out the maintenance and watering until the end of the year when two parents installed a drip irrigation system in the vertical garden and a bed in the yard. The coordinating teacher took charge of this activity. School garden A group of parents designed the plant beds which were built using concrete planters. They took charge of transporting them to school and putting them in position. Afterwards, a group of families came one Saturday morning to prepare them and fill them with topsoil so they could be planted with different plants on the following days. Later, after they had been decorated with mosaics, a group of parents taught and helped the children, with the teacher’s help, to plant fruit and vegetables on different days in smaller groups. The seedlings were provided by an ecological association which manages the school garden of a public-sector school and local nursery, both in the vicinity. Mosaics Some time ago, a mother in the group had suggested leading a mosaic workshop for an area of the patio, which finally went ahead to decorate the concrete planters for the garden. It was done with the group of 5-6 year-olds divided into smaller groups and with the help of the form tutor. They were then taken out to the yard. The children were able to handle the material freely and safely (using protective gloves of their own size). They chose the colours of the mosaics and decided on the design, following the instructions of the mother in charge. They marked the space where they would place the mosaic (it was only to decorate the circle in the middle of the planter). The tiles with which the mosaic was designed were brought by the school’s families and prepared by the mother together with the school’s maintenance technician.

ROLE OF FAMILIES AND TEACHING STAFF: Families All the activities/workshops included in the yard were suggested by pupils’ parents. The details were worked out at several meetings with the members in charge of the team and/or coordinators. They contributed material or made the necessary arrangements to get them from other organisations. They called on other school families for help when necessary. Teachers The teachers who took part in the activities and/or workshops were responsible for coordinating the activities, informing pupils about what they were going to do and who should come to the school, classroom or yard to carry out a particular activity, what they were going to teach them and so on...

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They also provided the tools families asked for, made the necessary arrangements to carry out activities and so on. While the activity was underway, they helped and supported the families when needed (organising the groups, turns, setting boundaries….) After the vertical garden and market garden activities, the teacher in charge monitored and undertook the watering with the children.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: Overall, evaluation was very positive, both by the teachers involved and the pupils and their families who undertook the different activities. All the pupils involved enjoyed the activity and monitored the growth of the plants. Every day they knew they had to water them and asked whose turn it was. They enjoyed tasting some of the vegetables and fruit grown and they all wanted to try them (for instance, children who do not usually eat lettuce in the school canteen wanted to try it). The presence and support of a teacher during the activities with families is very necessary, both for support in the activity itself and to set and maintain boundaries in the group, either with the group they are working with at that moment or the rest of the group. As an improvement, in the garden, we would recommend the planting be done earlier than this year so that children can see, collect and taste the produce harvested. There was a high degree of respect towards the garden as this was an activity in which all the pupils in the second cycle took part and they saw this material as something that belonged to their own class.

AUDIOVISUAL DOCUMENTATION: Mobiles whorkshop, vertical garden, school garden y mosaics FAMILY OPINIONS:(Verbatim) Mobile workshop Giving this workshop was a different experience for me from other activities I had done because it was the first time I was able to give it in class so I had direct contact with the children and it was a reciprocal learning process. It was very exciting to see the level of attention and interest we were able to achieve. In this respect, the experience was very nice. The second day of the workshop was a bit chaotic because we couldn’t divide the group into two so there were children who were unable to do the activity. We didn’t have enough tools or adults to look after them individually. Another difficulty I see in these proposals is the availability of families. I think it is important to give the workshop in several sessions so that there is consistency, but it is not always possible. Kathrin Krüger. Mother of Niklas (5-6 years old) Mosaics This was the workshop I enjoyed most in terms of the number of children per adult because we were able to reduce it to two children per adult. I think the experience of these workshops showed me that for these activities to work well it is essential to have small groups because we are asking complex things from the children and it requires more personalised attention. We overcame the obstacles there might have been—in this case a certain hazard about the material we were working with and a process of some complexity—by using protective gloves adapted to small hands and using a simple technique. As ideas for improvement: not all the children who took part were able to be present on the day we transferred the mosaics we’d created to their final spot on the planters. It is always desirable for all those involved to see the process from beginning to end so they can understand why and how we do certain things. Kathrin Krüger. Mother of Niklas (5-6 years old)

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OTHER: Download this report

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ACTIVITY REPORT SCHOOL/S: "Djecji svijet" Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Second mountain trip – “Medvenica” LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

Learning in nature, hiking, mountaineering

Families are involved in punctual or all year actions at

society, parents

school. 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

STARTING SITUATION: By mutual agreement of parents, members of the mountaineering section "Cevo", we organized a hiking trip. The aim is to overcome the rise of “Medvednica” and its peak “Sljeme” (1033 m). During the hike the children will overcome various forms of natural movement, especially the movement up and down the hill, and they will get to know new wildlife species. At the same time they will adapt and deal with a variety of unforeseen and unexpected situations. They will be encouraged to cross natural barriers, such as destroyed trees, rocky trails, and walking on snow. During the trip, all participants will use the time to rest and relax, socialize, get to know each other better and provide mutual support and help, if needed.

LINES OF ACTION GOALS 3 COMPETENCES 2

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SHORT ACTIVITY/PRODUCT DESCRIPTION: We departed from our kindergarten at 9 am. After a short rest during the journey, we reached the mountain hut “Puntijarka” on “Medvednica”, where we started the climb on the path through the woods to the top of the mountain. On the hiking trail, the children's parents explained hiking trails labels. The children were using a magnifying glass to investigate curiosities and secrets of nature and lingered with unusual natural phenomena (e.g., visible roots of inverted trees). With pleasure they walked by the last traces of snow in the lee of the forest, and in different ways they overcame natural obstacles. They all enjoyed the beauty of nature, and rejoiced when they obtained their identity cards for membership in the mountaineering section.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): •

38 members of the section "Cevo" - a mountaineering branch of the kindergarten "Djecji svijet" from Varazdin, participated in the activity, of which 17 children, 20 parents and tour leader.

•

Shuttle bus to the mountain lodge “Puntijarka” on “Medvednica”.

•

Time spent on the trip: from 9:00 to 16:00.

FAMILIES AND TEACHERS ROLES: On the hiking trail, the children's parents explained hiking trails labels. The children were using a magnifying glass to investigate curiosities and secrets of nature and lingered with unusual natural phenomena (e.g., visible roots of inverted trees). With pleasure they walked by the last traces of snow in the lee of the forest, and in different ways they overcame natural obstacles. They all enjoyed the beauty of nature, and rejoiced when they obtained identity cards for membership in the mountaineering section.

EVALUATION AND IMPROVEMENT PROPOSALS: The trip has fully met our expectations. The children gained a lot of new experiences and saw a wider panorama of their homeland, considering that from the top of the mountain there is a beautiful panorama of the Croatian Zagorje. During the next trip we should organize a longer stay in one place, and prepare activities for children to play in the natural environment of the forest (preferably with water). Organize camping, lighting fires, prepare food outdoors.

AUDIOVISUAL DOCUMENTATION: Photographs and video Families’ opinion: Staying in nature always takes me back to my carefree childhood games. When we were kids we spent all day

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outside and together we got ideas for the games by finding items in nature which we gave a special symbolic meaning. I think that nature encourages children, as well as adults, to think, get new ideas and to research. Children today spend too little time in nature and therefore I think that such a gathering of parents and children in nature is very valuable and useful for learning and growing up as healthy people. (Luke’s dad) I'm very pleased with these trips to the mountains. I've rested, and enjoyed the fact that I spent the whole day with my family, my grandson and his friends from kindergarten. (Mark's grandmother)

Other: download this report This activity was a continuation of the activities of staying in nature, which started with trip to “Kalnik” (Activity report – “Kalnik”) We are also planning the next trip. We developed some new facilities. With this trip, the branch of our mountaineering section has 57 members, which is a really big number considering that we operate for only 2 months. The entire activity was initiated because of our participation in the EU project – S.E.L.F.

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: Signing with Little Square. Sign language LINES OF ACTION1: 2. Families as education agents

KEY WORDS: gesture

inclusion-language-emotions-

POINT OF DEPARTURE: The activity was organised and undertaken by the families-school committee in charge of supporting positive attitudes to diversity and coeducation. This committee, linked to the School’s Parents Association, is made up of families (mainly mothers) from the different classes and years in the school. The committee wanted to reflect on the subject of equality and diversity (both gender and other kinds of diversity) with the whole education community. The families suggested tackling diversity using a story that would be signed by a professional signer.

AIMS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children and in the development of different curricula. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural and educational change.

LINK WITH CURRICULUM/COMPETENCES DEVELOPED BY PUPILS 3: 5. Social competence and citizenship involves providing the skills required to take an active part in civic life, living in and exercising democratic citizenship. It involves being able to put oneself in another’s situation, showing respect for cultural and belief differences, and exerting civic rights, freedoms, responsibilities and duties. 8. Autonomy and personal initiative means being able to imagine, undertake, develop and evaluate joint or individual actions or projects creatively, responsibly, confidently and critically. It also involves working on values such as self-esteem, freedom, emotional control and the capacity to tackle difficult situations.

BRIEF DESCRIPTION OF THE ACTIVITY: The story “Four Little Corners” was suggested to tackle second-stage topics related to diversity and inclusion. The story was told by a group of mothers in the classrooms and was signed by a professional signer. Afterwards, we worked on the content of the story, emphasising the feelings of the characters to identify with them and we looked at these words in sign language (sad, happy, alone, together...). We also considered with the children the reasons for sign language, talked about deaf people, diverse kinds of people... The signer presented an unusual aspect of an issue that the children are used to in gender terms. It made them ask questions about feelings and how these can be represented by gestures. Afterwards, the action was screened in the school’s shared space and we put up on the screen significant words which we picked up from the children’s comments.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): Four of the school’s mothers and a friend of one of them read out the story in each class aged 3 to 6. The space was arranged to provide the need for attention and comfort which the session required. The activity was carried out with the whole group. It was a one-off activity but the families aim to continue it. 1

LINES OF ACTION AIMS 3 KEY COMPETENCES 2

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ROLE OF FAMILIES AND TEACHING STAFF: The families conducted the activity (reading the story) and found a person to sign it. The teacher recommended and provided the story “Four Little Corners”. Prior to this, there were a number of meetings with families and teachers to prepare the activity.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: A very enriching experience on diversity. The school was immersed in the society of its time. It raised questions about gender roles, difference and inclusion. In childhood, social progress is accepted easily and naturally. AUDIOVISUAL DOCUMENTATION: Photographs Video

FAMILY OPINIONS: I felt a bit nervous before I started the activity, as I didn’t know how I would get on standing up in front of the children and I wanted them to enjoy it. My nerves began to fade as we carried out the activity and the youngsters made us feel great and we had the general feeling that they love having their families working with them in class. I don’t know if it was so much about learnings as about some of the kids starting to realise that diversity exists. I think it is an issue of such significance that it needs to be worked on continuously so that the children can focus on it from different perspectives. Working on these issues from an early age can prevent situations of bullying, intolerance etc., and empower students who feel in some way different or diverse. The relationship with the teachers and the school was a good one and they were both willing and available whenever necessary. I think it is essential to implement this kind of action with families at school. Progressing towards a more democratic and inclusive school, open to the community and their needs, and towards an integral educational model, where curricular aspects do not take priority over everything else (values, social participation...), inevitably involves the participation of the families, community and pupils at school, and has a very positive impact on children’s learning and results. Thank you for giving us this opportunity for mutual enrichment and learning. OTHER: Download this report “Four little corners”

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: “Sitting in Cindy’s chair” LINES OF ACTION 1:

KEY WORDS:

1, 2 & 4

Wheel chair, motor integration

POINT OF DEPARTURE: Sebas, one of the school’s dads, holds a weekly pilates session with pupils in the 4-5 year class. Every month, he suggests the group investigate a different muscle. On this occasion it was about the transverse muscle. Sebas has a daughter who has no legs and wears artificial ones. It occurred to them that if the children could hold one and move it they would understand how the muscle functions better. The children were so interested to find out about Cindy’s life that he considered holding another session with the wheelchair she uses to play basketball.

GOALS2: 1, 6 & 10

LINK WITH CURRICULUM/COMPETENCES DEVELOPED BY PUPILS 3: 1, 3, 4, 5, 7 & 8

BRIEF DESCRIPTION OF THE ACTIVITY: The activity with the orthopaedic leg aroused the children’s interest in finding out what Cindy was like, what things she could do normally, what things she needed help with and how she resolved them. They were surprised to find out she was very good at basketball and they asked how she could run after the ball. Sebas prepared a second session with a video where they could see Cindy playing basketball with her team, using a wheelchair designed for that purpose. Sebas brought the chair to class. The children were able to sit in it and learn to handle it so they could move around. They improvised a basket in the classroom to dunk the ball in.

METHODOLOGY RESOURCES USED (material, human, venues, time, number of pupils…): Methodology of learning by discovery Materials: orthopaedic leg, wheelchair for basketball, ball, wastepaper basket, video of basketball for disabled people. Location: classroom Timing: two 45 minute sessions Organisation: class group

ROLE OF FAMILIES AND TEACHING STAFF: The sessions were led by the father involved, supported by the form tutor and a support teacher.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: The sessions were very interesting and created empathy and appreciation of the effort made by people who suffer from physical disabilities.

AUDIOVISUAL DOCUMENTATION: PHOTOGRAPHS VIDEO

FAMILY OPINIONS: My experience with this activity was very satisfactory. The children showed me that when they saw and handled the wheelchair, they didn’t see a disability, but quite the opposite, they were amazed by how disabled people could get around and more than seeing them as ‘dis’-abled, they saw them as ‘super’-abled. The time allotted for the activity was sufficient although a couple more sessions would have been good to have a 1

LINES OF ACTION GOALS 3 KEY COMPETENCES 2

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little assembly with questions from the boys and girls. The school’s teachers were like “children” who also wanted to learn about wheelchair basketball and were very receptive. What I learned from this activity was the naturalness, as well as the amazement shown by the children when they got into the chair and not seeing it as a substitute for basketball on foot. It would be a good activity to have in the school, although not only with the pupils but also with the parents so they can discover the different abilities of the “disabled”.

OTHER: download this report

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Skilful hands through generations LINES OF ACTION1:

KEY WORDS:

4. RELATIONSHIPS WITH THE ENVIRONMENT: Our tradition, culture, creative expression, surrounding

space

recognized

third intergenerational cooperation, game

educational agent in our project and become learning resource for our model of OPEN SCHOOLS. STARTING SITUATION: The activity arose from children’s interest in making paper flowers, which they saw in the traditional celebration of the Chestnut Festival in the Municipality of Petrijanec which is held in October every year. Given that none of the employees of the kindergarten did not know the technique of making paper flowers, the need arose for cooperation with older people from the local community, as well as members of the Association “Petrovke”, who have necessary skills for making traditional items.

GOALS2: 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change. 7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities. 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

LINES OF ACTION

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conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation; 7. Sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance; 8. Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

SHORT ACTIVITY/PRODUCT DESCRIPTION: The activity started in June 2015. The activities took place in the Home for the elderly and disabled Majerje and the premises of our kindergarten in Petrijanec. In June 2015 we held activities in kindergarten in Petrijanec which were attended by teachers and other staff of the kindergarten, kindergarten children and their siblings, parents, grandparents, users of the Home for the elderly and disabled, and members of the Association Petrovke. During those activities we made crepe paper flowers, dolls and flowers made out of corn remains and greeting cards in gold embroidery technique. Collaboration continued, so in December 2015 we held similar activities with same participants. This time, in addition to mentioned activities, we also made traditional Christmas decorations. In February 2016, children made carnival masks in gold embroidery technique and visited the Home for elderly where they celebrated with singing traditional songs and dancing. Children and their teachers visited the Home again in April 2016, to celebrate Easter, where they were also welcomed by the members of the Association Petrovke. All together made different decorations and traditional items. Beneficiaries of the Home also taught children about traditional Easter egg hunt â&#x20AC;&#x201C; they have hidden chocolate eggs around the Home and children had to search for them. We have also organized center of traditional culture in the kindergarten, which is equipped with crepe paper, corn stalks and materials for gold embroidery so that children could continually improve the skills of making traditional crafts. Joint activities of children and elderly contribute to the development of mutual trust and better understanding, which contributes to inter-generational understanding and respect.

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METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Materials: crepe paper, corn, gold embroidery on paper, wool, walnuts ... Time: every activity and workshop lasted about 90 minutes; Space: kindergarten space; premises of the House for the elderly and disabled (Majerje); Number of people involved: 70 children aged 3 to 7 years (children included in the regular kindergarten program), five teachers, parents, grandparents, participants of Home for the elderly and disabled, and members of the Association “Petrovke”.

FAMILIES AND TEACHERS ROLES: The teachers, users of the Home for the elderly, members of the Association “Petrovke” and parents together planned the content, time and duration of the activities. The teachers prepared children for activities by talking about the culture and customs of their town and photographed activities. Parents, beneficiaries of the Home for the elderly, and members of the Association “Petrovke” provided and prepared necessary materials for activities and taught both children and teachers about traditional skills.

EVALUATION AND IMPROVEMENT PROPOSALS: The children showed great interest in cooperation with the older members of our local community. Children who were actively involved in the workshops, regularly passed down acquired knowledge and skills to other children in the kindergarten, and all of us together created traditional items in the kindergarten. Children in kindergarten also show great interest in the game in the kitchen center - with the teacher they made traditional Croatian delicacies. It would be interesting to include beneficiaries of home for the elderly in such activities, and introduce children to menus of our grandmothers.

AUDIOVISUAL DOCUMENTATION: Photos OTHERS: download this report

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Solar power toys LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Toys, solar power, sun Families are involved in punctual or all year actions at school.

STARTING SITUATION: Due to the great interest of children for a toy on solar energy, parents suggested organizing activities with toys that range by using solar energy, toys which blades rotate when exposed to sunlight.

SHORT ACTIVITY/PRODUCT DESCRIPTION: Two parents in the kindergarten chose a toy that had a possibility of installing solar batteries. By organizing activities, primarily sorting parts of toys on mechanical parts and solar batteries, parents introduced children to various mechanisms that are used to start the machine. It was a new experience, which was improved by knowlledge and practical skills of parents. The children worked together with their parents, joining individual parts of toys and reconstructing mechanial parts. Each of the involved children has learned to construct the

LINES OF ACTION GOALS 3 COMPETENCES 2

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entire toy by himself, and during activities they learned how and where they should place solar battery that powers the propeller toys (helicopters). Children were most impressed when the toy was finally exposed to the sun and the propeller soon began to turn. Parents continued to talk with the children how solar energy is converted into electrical energy. Since the toy is constructed in a way that the propeller rotates but it does not have sufficient power to raise the craft, children were couriuos how the real helicopters fly, and how much solar batteries would be necessary to raise their toy so it could fly. Parents agreed that they will return during the summer months and show children how to fly and operate drones. It was a challenge for children. In the performed activity, children have gained new knowledge and skills, constructing a very demanding toy with small and precise parts. In addition, they acquired knowledge how one energy is converted to another. They also began to talk to each other, plan and draw how much batteries they would need, what size and strength, so that their toy could fly. In order to enable more frequent use of the toy, we have agreed who will be responsible for the cleaning of small parts of the toy and how many children at once can participate in the play.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Materials: ITECH solar powered toys time needed to make the solar helicopter: 1.5 hours space: in the kindergarten number of people involved: In the first activity there were two parents. Same activity was later repeated and continued. Repeated activities were attended by other parents, so activity over time included a total of six parents and, most often, four children per activity.

FAMILIES AND TEACHERS ROLES: Parents chose the toy and set the time and place of the workshop. Important thing was to sort and group individual parts of the toy so the process of construction would be easier for children. During the workshop children had many questions and, by giving answers, each parent has contributed to expansion of children's experiences and acquisition of new knowledge. Children had also experienced positive feelings of accomplishment, first while constructing and later during testing in the sun. Shortly after the toy was exposed to direct sunlight, it began to turn the propeller, which was the goal of constructing the toy.

EVALUATION AND IMPROVEMENT PROPOSALS: Parents and children were very interested in the construction of toys. The children were given "real" tools for car mechanics, and parents were able to demonstrate their blueprint reading skills and guided the children step by step, putting together pieces of the pre-planned order. The activity was an example of cooperative learning of children and adults; children with their tiny little fingers have skillfully and quickly connected the individual parts and the parents coordinated sequence of construction, following instructions from the blueprint.

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AUDIOVISUAL DOCUMENTATION: Photos

Families’ opinion: "I did not know that you have these kind of toys in kindergarten. This workshop was a real surprise and pleasure. It’s an interesting toy for both children and adults. Write me up for next time.” "It’s a toy which children certainly do not have at home, something new and interesting for them and us parents."

Other: download this report

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: Sound art at School LINE OF ACTION1: 4. Relations with the environment

KEY WORDS: Art education- sound awareness-noise-silencecontemporary art- experimentationcommunication-languages-childhood visibility

POINT OF DEPARTURE: Since 2008, the school has been developing projects involving art education/sound art. Since Project SELF began, artist Arturo Moya Villén has been involved in school activities, suggesting training activities for teachers, sound research activities for pupils and relational/experimental art ideas for families. He has also been involved in publicising the school’s sound project on Madrid’s professional art scene.

GOALS2: 2. Improve the cooperation and relationship between families in each participating institution. 5. Inspire joint training action in educational institutions in order to improve educators’ and families’ skills as prime educational agents. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural and educational change. 7. Plan dynamic, playful, formative and cultural meetings both inside and outside partner schools in order to raise the cultural level of educational communities.

BRIEF DESCRIPTION OF THE ACTIVITY: With pupils: Parts were put together to build a house or home of silence in the form of a ‘sound space’. The room is big enough to go inside and pupils can play at building sound or silence in a space made from materials that provide them with a quiet hideaway in a very noisy setting like a school. Pupils can occupy the space alone or in company, generating different interactions from those provided by other similar spaces without these technical requirements. With teachers: Training undertaken by the artist, suggesting action linked to contemporary experimental art. With families:

LINES OF ACTION GOALS 3 COMPETENCES 2

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Arturo Moya Villén and Ruth Abellán offered a sound installation "Your Word against Mine", during the Project SELF muliplier event held at the school associated with the UNED on 12 May, 1016. Dissemination of the school sound project: Both artists promoted Zaleo’s participation at the professional art fair: Just/Mad. In conjunction with electronic and experimental art association Ex, the school exhibited the project "What does our neighbourhood sound like? Sound tours with suitcases."

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): Construction of silence spaces at school: 2 cardboard boxes measuring 1m by 50cm lined with sheets of Copopren, an insulation material used in the building industry. The action inside was carried out in small groups. Inside the silence house, all kinds of investigation was done. We took in torches, a webcam, microphone with speakers outside, symbolic play objects, a tube telephone to communicate with people outside... Teacher training: The knowledge contributed by the artist strongly motivated the team to document childhood sounds and make families aware of the importance of the sound world. Experimental art with families: Interactive sound installation during the Project SELF dissemination encounter "Family and School. Welcoming. Building. Rethinking Education. Two microphones placed opposite each other far enough apart so that the interlocutors (families and those attending the event) could not hear each other. They could only hear each other if they both talked at the same time. Metaphor of the encounter.

ROLE OF FAMILIES AND TEACHING STAFF: Families took part enthusiastically and enjoyed the installation "Your Word against mine" and had the chance to discover different forms of contemporary art expression, interacting and "playing like kids ". The teacher facilitated the encounter between school and artist, took an active part in building the spaces of silence, shared the children’s investigations in the space with the artist and documented different actions. For the exhibition at the Just/Mad fair, cooperation between artist and teachers was very close, enriching and stimulating. All the school’s sound documents were compiled and some were revised to comply with the show’s requirements.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: The project promoted by artist Arturo Moya Villén was highly rated by all the members of the education community: children, teachers, families and agents in the surrounding cultural and social context. We believe this cooperation with the artist should continue in the next school year, taking account of the need to train teaching staff, create sound awareness among the education community as a whole, give the project visibility in its surrounding context, which were the main start-up aims.

AUDIOVISUAL DOCUMENTATION: PHOTOS FAMILY OPINIONS: I think it’s very interesting for artists to be involved in the School. Arturo is very approachable and you can tell he’s very interested in education. The sound installation surprised me. I had great fun interacting with people I didn’t know.

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ACTIVITY REPORT SCHOOL/S: Kindergarten “Djecji svijet” Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Spanish and Flamenco LINES OF ACTION 1:

KEY WORDS:

FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or

dance, multiculturalism, foreign language

prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas. INFORMING IS SHARING: Our Schools spread activities and educational or cultural contents.

STARTING SITUATION: In our kindergarten's regular programs we carry out two shorter programs of foreign languages (English, German). When we presented this new EU project SELF to our parents, one mother of a little girl immediately wanted to include. She is a professor of Spanish language and she offered her support. As one of the points of the final performances we imagined "multiculturalism" and mentioned mother created an activity in Spanish. Center of activity was dance flamenco. Three times a week she practiced dance and words in Spanish with children in our kindergarten. This activity was also presented as a part of welcoming for partners from Madrid during their stay in Varazdin, Croatia.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: Communication in foreign languages, which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing; Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

LINES OF ACTION GOALS 3 COMPETENCES 2

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SHORT ACTIVITY/PRODUCT DESCRIPTION: To learn Spanish and Flamenco was a whole new activity in our kindergarten. Children who were interested in the activity, practiced with the mother three times a week in the kindergarten. We got dresses for girls and belts and vests for boys. Three boys and six girls participated in the final act. She asked them questions in the Croatian language, and they have responded in Spanish. They described what they are wearing (dresses, ruffles, dots), whit what accessories (comb, rose, fan). At the end they all said in Spanish that they dance flamenco and showed it to the audience - the boys clapped and banged their foot to the rhythm of flamenco, and the girls danced the dance.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): MATERIALS: dresses, vests, belts, combs dryer, fan, flower for hair TIME: three times a week for half an hour to rehearse SPACE: kindergarten and sports halls NUMBER OF PEOPLE AND CHILDREN: - 1 parent - 9 children

FAMILIES AND TEACHERS ROLES: Parent came to kindergarten with a recording of flamenco dance and showed it to the children. Those children who were interested learned to dance and learned a few Spanish words to describe they are doing and wearing.

EVALUATION AND IMPROVEMENT PROPOSALS: Parent was delighted to work with children of that age. She experienced how to prepare for the activity, how to keep track of children's interests and how to slowly introduce into what they do. Also, her daughter has now gone to school and no longer attends kindergarten, but she offered her help with Spanish for all interested children.

AUDIOVISUAL DOCUMENTATION: Photographs Families’ opinion: It was a great pleasure to participate in activities with the children and my experience helped me, as a parent, to connect with kindergarten and the teachers. When selecting activities I was led by the desire to offer children something that will expand their horizons, in appropriate and fun way, and that is closely related to my profession and preferences. I am very pleased with the results and the reaction of the children participating and others who were not directly involved. I also want to point out a wonderful feeling of sharing activities with my own child, which helped to connect and open a window to her small world and the world of her friends. And all of that through acting, rhythm, movement, dance and of course lots of laughter. (Leona’s mom)

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ACTIVITY REPORT SCHOOL/S: "Djecji svijet" Varazdin

Email contact:

vrticdjecjisvijet@gmail.com ACTIVITY: Swamp insects ACTION 1: 2.

FAMILIES

KEY WORDS: AS

MAJOR

EDUCATIONAL

AGENTS:

workshops or prompt actions in each school year (of vary

insects,

the

importance

wetlands,

transformation

durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

INITIAL PHASE: After the successful Entomological Museum visit led by a parent who works at the museum, the same parent suggested to familiarize children further with the insects, but this time at the kindergarten. He decided to show the children the interconnection of insects and wetlands, with an emphasis on the importance of the wetlands. The parent prepared appropriate literature, some specimens of live and preserved insects as well as photographs and videos on wetlands and the insects living there.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 5. Inspire action of joint training in educational institutions in order to improve educatorsâ&#x20AC;&#x2122; and familiesâ&#x20AC;&#x2122; skills as prime educational agents.

CONNECTION WITH THE CURRICULUM/ABILITIES OF THE CHILDREN ATTENDING THE KINDERGARTEN3/ ACQUIRED SKILLS: 3. Mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the

ACTIVITY SPECIFIC PROJECT OBJECTIVES 3 ABILITIES AND COMPETENCIES 2

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natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; The children have learned why wetlands are so important. They had an opportunity to see, touch and closely examine the wetland insects. Furthermore, they showed interest in such animals and lost the fear of unknown insects.

SUMMARY OF THE ACTIVITY: During the meetings at the museum workshops, children showed a greater interest in insects that live in wetlands. The above mentioned parent presented the insects, plants and the swamps at the workshops in the way that was not possible in the museum. The children were able to observe with magnifying glasses the complex insect eyes, the tiny scales on butterfly wings or a flower of the wetland plant. Furthermore, the children were shown the insect preservation process and they were able to hold a preserved insect in their hands. They also observed a few living insects in jars which they released into nature after the examination. The children were fascinated by the life cycle of the insects they watched in a documentary and the fact that the life cycles differ for each group of insects. They were particularly fascinated by the insects that can hibernate frozen in the snow. The children were surprised by the fact that wetlands are actually very important for the purification and filtration of groundwater. The parent also explained them how they can contribute to the preservation of such areas.

METHODOLOGY AND RESOURCES NEEDED (materials, time, space, the number of people and children involved …): Materials: the books on wetlands and insects, the species from nature (insects or wetland plants), magnifying glasses, the documentary on the wetlands and the life cycle of insects, pins, Styrofoam, and glass jars for the insects Time: the preparation time was about 4 hours while the activity itself took about 1 hour. The children watched the entire documentary later with their educators, which took about 1 hour Space: the preparation was taking place at the parent’s home, however, the kindergarten provided three work stations and a computer desk. Number of people and children included: the parent prepared the activity under the kindergarten’s guidance on the appropriateness of the prepared material. In the activity participated a mixed-age group of about 10 children, two teachers and the parent who organized the activity.

THE ROLE OF PARENTS AND EDUCATORS: During the visits to the museum workshops the parent noticed increased interest of children in wetlands and insects living there and therefore suggested to the educators to take this interest to the next level. The parent also prepared the workshop materials. The educator suggested that the workshop on wetlands could take place

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in the kindergarten and also monitored the preparation process. Furthermore, the educator coordinated with the parent the workshop session as well as the management of the workshop itself.

ASSESSMENT AND SUGGESTIONS FOR IMPROVEMENT: The parent explained the children the importance of preserving wetlands and all the creatures that live there. The children showed a great interest in live insects which they also had opportunity to release back into nature after the workshop. This act of releasing the insects back into nature impressed them the most. They have learned that it is possible to examine the insects just by holding them in the hands without killing them. As the next possible step, the parent proposed the children’s visit to a nearby swamp, as well as a get-together of the children and their parents in nature.

AUDIO-VISUAL DOCUMENTATION: Photographs OPINION OF PARENTS: The children followed explanations with a great interest. They asked many interesting questions and exchanged their previous experiences on insects and swamps. Frequently asked questions were: "Can this insect hurt you?” Or “Is this a dangerous insect? ..." It is important that children get rid of this unnecessary fear they have learned from the elders and to familiarize themselves with the importance of the ecosystems such as swamps.

OTHER: Download this report The activity is continuing the activity "Visit to Entomological Museum"

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ACTIVITY REPORT SCHOOL/S: Zaleo Nursery School

Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

ACTIVITY/PRODUCT: “The World of the ants” LINES OF ACTION 1:

1) CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school.

KEY WORDS: ANT ANT´S NEST

2) FAMILIES AS MAJOR EDUCATIONAL

AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: Antonio, the father of a 3-4 years old child kept in contact with the teachers to offer them an ant´s nest that he had previously made. We had the opportunity to leave it at the classroom (with a colony of ants inside). He will be in charge of its maintenance and to present it to boys and girls. GOALS2: 1. -Encourage the role of families as active, educational agents within our European educational 2. 3.

institutions, in the integral education of their children, and in the development of different curricula. -Improve the cooperation and relationship between families and every participating institution. -Facilitate communicative and cooperative ties between the families of the institutions that participate in the project.

10. -Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: 1, 2, 3, 4, 5, 6, 7 and 8 SHORT ACTIVITY/PRODUCT DESCRIPTION: • • • • •

•

The father went to the classroom and spoke about his ant´s nest. First, to the entire group and then, in small groups. He told us through images (selected by him and the teachers) how are the ants, where they live, types, etc. Each week he was in charge of the maintenance of the ant´s nest. He provided ants, food and humidity. Once children have aroused interest, we search about this aspect on the internet, in the books, tales, documentaries… We set up a plastic activity: making a giant ant´s nest to play. We used a big box, paper and glue. We made toys ants with porex balls. Previously, we had done the morphological analysis and we divided the groups according to sizes, shapes, etc. Besides, at the poetry workshop we learnt a poetry about ants. Some songs were related as well.

Manuela´s mother went one morning to the classroom to teach them the song “Doña Inés the

LINES OF ACTION GOALS 3 COMPETENCES 2

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• •

little ant”. At the psychomotor workshop we turned into ants. We moved like them, we moved their foodstuff to our ant´s nest. The systematic observation of the ant´s nest, each week, was done and we discovered that one ant carried a larva in its mouth. To see it properly we used a digital microscope along with the digital whiteboard. We took some pictures and recorded videos at that moment. Some pupils from other groups were invited to see it with us. We drew our ants and we played with the new ant´s nest. We learnt how to take care of the ants. We protected the ant´s nest from the light not to stress them. Then, we went to the park and we looked for ants there, we feed them and observed them thanks to the magnifying glasses as soon as we didn´t move any ant from their original habitat.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…):

The methodology has been followed has been related to a father´s idea. To develop this activity at the first term of t course has been a strong stake taking into account the early age of the pupils, 3-4 years old. It was crucial to agree at how and when to develop the activity. The motivation aroused by the group was incredible and, therefore, the project was much bigger than we expected initially. The materials have been used are written down at the “activities” section. As far as the timing, spaces and groups a Concerned, we have had absolute flexibility.

FAMILIES AND TEACHERS ROLES:

At any time the relation has been open and fluent, making easy their participation, helping them with the teaching transmission of contents and adapting everything to the necessities and peculiarities of the group. It has been crucial to have a feedback related to success. All in all, to value the role of families as another educational agent.

EVALUATION AND IMPROVEMENT PROPOSALS:

It has been a very rewarding experience, either at acquiring learning, or providing the links between teachers and parents. Families have the opportunity to make the school bigger. Obviously, there have been some obstacles at the process. At the beginning, children had difficulties to see their parents in situations that they are not used to them. Anyway, when they finish, they feel pleased and proud such as Leo (Antonio´s son) when he checks that “his dad explains things to his mates”. As an improvement suggestion, we would recommend to look for a quieter location for the ant´s nest. In a calm area at the school.

AUDIOVISUAL DOCUMENTATION: Photographs Families’ opinion:

“I always enjoy nature and animals in particular. Since I was a child, I used to go with my father to the countryside. Nowadays, I try to instill my son love and respect for nature. This idea came up due to my fascination for social insects. It came to my mind that the best way to show this to children was through a harmless specie easy to learn, “Messor barbarous” ant. I did my best and I try to discover how to make a nest. Then, I thought for myself if my son enjoys it, the rest children from Zaleo will have fun too. Therefore, I spoke with teachers and the feedback was really positive. An online shop provided me the colony of ants for free. The ant´s nest was fascinating among children. For me, turning a simple “plaster craft” into a workshop has lived up to my expectations. I say thank you all the easiness that school staff provides families”.

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: TRADITIONAL GAMES DAY LINE OF ACTION: 1

FAMILIES AS EDUCATIONAL AGENTS 1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in ad hoc or all-year-round actions at school. 2. FAMILIES AS EDUCATIONAL AGENTS: workshops or ad hoc actions in each school year (of different durations), either independently or in cooperation with a teacher, in order to support the development of skills, knowledge for life and/or curricular areas.

KEY WORDS: TRADITIONAL GAMES

POINT OF DEPARTURE: At the welcome meeting at the start of the school year, families were asked to fill in a form stating the knowledge they had to offer activities that could support the annual programme. A number of families suggested the possibility of carrying out an activity related to traditional games. This activity was implemented as a result of that offer. GOALS2: 1. 2. 3.

Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children and in the development of different curricula. Planning shared moments for leisure, culture and training in and outside schools associated with raising the cultural level of education communities. Widening and diversifying information channels with families in each school.

LINK WITH CURRICULUM/COMPETENCES DEVELOPED BY PUPILS 3:

The competences worked on in this activity included: social and citizenship, cultural and artistic, and autonomy and initiative. Aims • To learn and value different games and physical activities that are part of our cultural heritage • To keep rules • To cooperate • To learn different ways of spending free time with the family

BRIEF DESCRIPTION OF THE ACTIVITY:

It was carried out in two stages: First, all the families received an open invitation to create a group that would set up a traditional games activity for the whole education community. Thirteen family members took part in this coordinating group and one representative from the education team. 1

LINES OF ACTION GOALS 3 KEY COMPETENCES 2

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Six meetings were held to decide on the contents of this activity and there was ongoing contact and communication through a WhatsApp group and e-mail to share the result of all the research each person was able to contribute. An extensive list of games was compiled and the most appropriate for the space available and age of the children were then chosen. When searching for information, a dossier was compiled of old photos of children playing showing a wide variety of games we wanted to discover. An exhibition was organised using this material. We received support from a number of grandmothers who taught us some of the games they knew. One grandmother made more than 50 “pincushions” so that each child could take the coloured pins (used in Bonis game) home with them. The other families were invited by e-mail, with posters … The activity for the whole educational community was held one Saturday morning in the school yard (it was decided to do it outside school hours to make it easier for families to take part). The following games were played: • Marbles • Chapas (a circuit with bottle tops) • Hopscotch • Piedras al agua (stones in the water) • Skipping • 4 corners (running game) • Bonis (coloured pins) • Chants holding hands in a circle • Wheelbarrows • Sack races Each game was organised by two mums. For a finishing touch, a rock group performed at the event. It was the band of the father of one of the pupils who offered to play to round off the day.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…):

Specific materials for each game Posters Photos School yard Meetings with the organising team Computers, camera, printer 12 relatives and one teacher for the preparation Families, pupils and teachers taking part in the games day Music band, equipment and instruments

ROLE OF FAMILIES AND TEACHING STAFF:

The teacher coordinated the setting up of the activity, scheduling and finding venues for meetings, collecting suggestions from the group and preparing work beforehand to make the most of the time available and create a good climate so the team could work effectively. Communication with the rest of the group was at meetings and via Whatsapp. All the participants in the preparation group took charge of researching, suggesting and agreeing on each game or activity, sharing out tasks and duties depending on the time they had outside meetings.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT:

Given the success of the activity, we decided to hold the school event every year in spring. The enthusiasm generated and participation of the adults in the games were greatly appreciated. A potential improvement would be to find time in school hours so that the pupils can carry on playing and learning the games they discovered during this activity.

AUDIOVISUAL DOCUMENTATION: PHOTOGRPAHS VIDEO HOW TO PLAY BONYS Contents

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HOW TO PLAY BONYS 2 FAMILY OPINIONS:

For those of us who took part in the Games Day, it was a heart-warming, emotional, moving and fun occasion. The children discovered games and ways of playing that they didnâ&#x20AC;&#x2122;t know before, which furthered their learning in a positive way. Also important was the transmission from one generation to another, which we saw when mothers, fathers and grandparents became children again, teaching each other by showing how to do things and giving us a glimpse into what their childhood was like. The families enjoyed the activity as much as or more than the children! A lot of families participated, which was very gratifying. Coordination with the teaching representative went very well, with good communication, flexibility to adapt to family timetables and help with the decisions agreed upon.

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ACTIVITY REPORT SCHOOL/S: Kindergarten “Djecji svijet” Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Traditional games LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

Playing outside, Tradition, Customs

Families are involved in punctual or all year actions at school.

STARTING SITUATION: In celebration of important dates throughout the year (Christmas, Easter) we included a visit to the Home for the Elderly, which is located near our kindergarten. We hung out, exchanged commemorative gifts, and sang. We decided to expand this form of cooperation because we noticed that there are ancient recitations, songs, traditions that have already been slowly forgotten but worth to be passed on to younger generations. We wanted to learn the games of their youth from the users of Home for the Elderly, how they played and where. The most creative games were out in the yards or in the field while the adults were working and the children would spend time coming up with different games, simple but interesting with materials that they could find. Games were not a competition; they included the speed, agility, endurance, resourcefulness. Characteristic of traditional games is simultaneous playing of children of different ages, older ones were watching for younger, younger ones would learn and listen. Parents were informed about the traditional games that we play with the children and they joined the activities, visits and ideas. Traditional games would be presented as part of the closing ceremony and meetings with parents.

LINES OF ACTION GOALS 3 COMPETENCES 2

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SHORT ACTIVITY/PRODUCT DESCRIPTION: For traditional activities on the courtyard, we selected four competitive games. 1. Wheelbarrow rides 2. Wearing balls on the racket (a modified game, originally: carrying egg in the spoon) 3. Carrying a child on your back 4. Jumping in bags Parents were informed in advance about the collecting the "props" (wheelbarrows, rackets, balls, bags). We selected part of the yard for the games, marked start and finish. Based on the number of interested parents, we formed 4 teams of 4 parents. The competition began at the same time for all the teams where parents had to do as quickly as possible on all activities from start to finish and back and "hand over the baton" to next parent. The winner was the team that was the fastest. The games continued after the competition of children and parents, so everyone could try.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Materials: wheelbarrows, rackets, balls, bags Time: to visit the nursing home -2 hours, the duration of the activity itself -2 hours Place: Kindergarten playground Number of involved people: visit to the nursing home involved oldest kindergarten groups and two teachers, for activities in the yard, depending on the number of parents, children from all groups

FAMILIES AND TEACHERS ROLES: Teacher of the oldest group initiated the visit to nursing home, in agreement with the professional kindergarten staff. The parents were then informed about participation in kindergarten, collecting props for the traditional games, the time and date of the activity. Educators have devised the concept of games and verbally and through notices informed parents about the details. Parents proposed who can bring the necessary equipment, and we expanded the day with traditional cakes after the competition.

EVALUATION AND IMPROVEMENT PROPOSALS: This activity was the driving force not only for the preservation of cultural heritage of our region, but also to involve parents maximally in pre-school activities with children: from planning and selection, collecting materials to concrete participation. Suggestions for improvement: we could introduce such games at the end of each kindergarten year with socializing and gradually including other interesting games.

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AUDIOVISUAL DOCUMENTATION: Photographs Familiesâ&#x20AC;&#x2122; opinion: Mom N.L.: "Moy son told me that they are playing games in kindergarten, and that us parents will do the same. I was surprised how much he talked about it and asks me whether I was working that day or not. It was important to him that I come and participate. " Mom RJ: "At first I was embarrassed when I thought about how I'm going to jump in the sack, but it turned out really fun, in the end we all tried, even my husband. It was crowded but the atmosphere was great because a lot of fans applauded, shouting... We goofed around and talked with other parents, the time passed quickly. "

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ACTIVITY REPORT Email to be used to ask questions:

SCHOOL/S: Kindergarten "Dječji svijet"

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Travelogue – India LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school.

India, travelogue, multiculturality

STARTING SITUATION: The girl Maya Diana, from kindergarten „Djecji svijet“, with her mother Natasha was absent from kindergarten two months due to travel to India where her father lives. During her stay, she sent many postcards to her friends in kindergarten about unusual places she has wiseted. Upon returning, her friends in kindergarten constantly questioned where she was and what she saw there. Maya shared that she had learned a new skill of Indian dancing and she wanted to show her dance sequence. During her stay in India Maya Diana has even starred in a film, which was also covered by the media in our city. Noticing the interest of children, we agreed with Maya's mom Natasha that she will prepare for interested children travel itinerary with photos and videos from the entire course of the trip.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. Improve the cooperation and relationship between families and every participating institution. Aim: Getting information about the individual interests of children of India and Indian culture, dance, traditional clothes through direct communication with persons from the direct experience and knowledge of the subject.

LINES OF ACTION GOALS 3 COMPETENCES 2

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In order to develop this competence it is necessary in the organization of the educational process to ensure that children get enough of stimulating linguistic environment in which they will have the opportunity to have diverse social interactions with peers and adults. In this activity the children were practiced the culture of conversation (not to talk all at the same time, asking questions and waiting for answers, routing communications to the subjects that are most interested to us) and thus the language used in a positive and socially responsible manner. 2. Communication in foreign languages, which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing; Since preschooler foreign language learning is best in a stimulating linguistic context, through games and other activities that are meaningful to a child, it was appropriate to include a communication in the English language in this activity since Maya and her mother speak fluent English. For early language learning the most suitable approach is situational learning and we used it in this activity. Through communication in English, we have further highlighted the multiculturalism that was the theme of the activity. 6. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation; Through this activity children received an insight about distant counties, inhabited by different people who speak other languages. They also saw a variety of plants and animals that live in those areas, which at home we can only see in a zoo. Children also noted that India has a different music from our music, different dances and clothes. Maya was dressed for that purpose in the traditional clothes so that the children can see firsthand and hear the music and dance moves.

SHORT ACTIVITY/PRODUCT DESCRIPTION: At the beginning Maya Diana performed her dance sequence which she rehearsed in India. Then her mom Natasha showed children footage of dance workshops and photos from their travel. Children asked questions and Maya Diana and her mother readily responded. Children were also impressed with the recording of their flight, in which Maya Diana sends greetings to all friends from kindergarten. Activity flowed in pleasant conversation and ended with a joint dance of all those involved with new dance moves that Maya Diana tought them.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): The activity included twenty children and one teacher. It took place in the area of kindergarten. The girlâ&#x20AC;&#x2122;s mother used the laptop and smart phone for audio, photo and video content. The activity lasted 60 minutes. The professional kindergarten workers were responsible for coordinating activities, making room for activities and ensuring enough time to talk and dance.

FAMILIES AND TEACHERS ROLES: The parent was responsible for the activity, and teacher for the preparation of space, also providing information about the time flow of the activity and making photo documentation. Teacher also encouraged communication in English since Maya Diana is fluent speaker. Our kindergarten implements situational learning of English so the rest of the children were able to follow. Educator occasionally named objects and creatures in the photos in a foreign language. Parent directs communication between the child and adult and child to child. The parent is also

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responsible for the specific stages of the activities, for example when will children ask questions or when will they dance.

EVALUATION AND IMPROVEMENT PROPOSALS: The activity lasted for quite a long time, 60 minutes, and the teacher responsible for the activity thought that it took too long. It should take place on two occasions because some of the children were more interested in dancing, and some for listening and viewing photos and videos. In a later conversation, Maya's mother agreed with the teacher. She said she did not expect that the activity will go in several directions. She decided that she needed to make a choice of video clips and places they visited, because in an effort to show and tell all we had to move quickly to the next stage of the activity.

AUDIOVISUAL DOCUMENTATION: PHOTOS

Families’ opinion: Time that was offered was not enough for everything that the mother had prepared. Children’s questions led her to variety of topics and she wanted to show photos and video for each topic. Just the search for contents had taken away a lot of time. She had a lot of materials and she got the impression that the activity is not brought to an end as she planned. After the activities when we talked she said that she was lost in the multitude of videos and photos and that she should have to put in a one place so that children don’t wait too long.

Others: Download this report

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ACTIVITY REPORT SCHOOL/S: Zaleo Nursery School

Email to be used to ask questions: eei,zaleo.madrid@educa.madrid.org

ACTIVITY/PRODUCT: UMBRA-L LINES OF ACTION 1:

KEY WORDS: Light, shadow, game, sound

CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

STARTING SITUATION: Being involved in the continuous teachers’ formation, two educational memberships did

a course about talking art where they met the artist Arturo Moya Villén. Since the very beginning, he seemed to be attracted by the way of working at our school and he offered to give up a hand. His first procedure was making his work, “Umbra-L”.

GOALS2: • •

Establish from the schools, links with our educational environments, turning them into agents in charge of the social, cultural and educational change. Plan meeting moments to promote leisure-formation-culture in and out of the educational centers with the only aim of increasing the cultural level at the educational communities.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: •

Knowledge and interaction with the physical world is the ability which let interact with the physical world, either at its natural aspects or at the aspects generated by the human action. This competence allows predicting incidents, understanding several phenomena and always is thought to care and respect the proper life conditions.

•

Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

SHORT ACTIVITY/PRODUCT DESCRIPTION: “Umbra-L” is an interactive and audiovisual installation that involves leisure, participative and communal reflection about identity, understood as a negotiation each other. The spectators are invited to use their shadows to build up a communal and alternative portrait about a secret society; unknown bodies which are free from the slavery of their own images and also project a strong otherness inside the shadow; micro-tales that generate a desire of being the other one at the environment. This installation considers shadow as an ambiguous container, not only to keep us away purely from the world, but to become fused immediately with it. A net and osmotic space 1

LINES OF ACTION GOALS 3 COMPETENCES 2

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which objectively decrease its information and provides a utopic instrument of social leveling; a neutral dimension which supposed the swoon of most signs which keep our social and economic differences and are essential for some identity building process as well”. (Arturo Moya and Álvaro Múñoz Ledo).

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…):

Human resources: the artist was helped by the IT´s coordinator. The action was made first, by children and then, by parents in order to spread the project. Material resources: projector, computer, microphone, video camera, lights, screen…PDF. Spaces: it was made in the indoor playground at the school. Timing: along the day as long as the activity was developed by children. According to families it was necessary to take all the month of June 2015.

FAMILIES AND TEACHERS ROLES: School staff role: teachers gave a hand to make the activity, to interact, to take notes about the development of the process and finally, to organize pupils so as to take part in the activity. Families’ role: all of the participated during the spreading encounter. They could see a video of the children´s interaction.

EVALUATION AND IMPROVEMENT PROPOSALS:

The global assessment has been really positive, both children and adults have enjoyed a lot, thanks to this activity. It has been a great opportunity to delight this educational and artistic manifestation. It had been interesting to take more time to make the activity and divided in smaller groups all the students to compare better their reactions.

AUDIOVISUAL DOCUMENTATION: Photos Video Spreading encounter pictures Spreading encounter video Artist’ opinion:

“The whole artistic works are in a certain way, interactive. They arouse a question and we are in charge of elaborating the answers taking into account our sensitiveness and our knowledge and interest field. An interactive installation is an artistic mechanism which is essential for our work. This activity will not have sense without the active participation of the observer. When I am in charge of an interactive installation I always pay attention to children and I learn a lot just observing them and their reactions. Additionally, it has a crucial role as far as their leisure is concerned. I am really interested in checking that the child discovers an individual and direct method of relate with work. As well as I do with adults. At Zaleo school they know perfectly what I mean. They learn to touch, to breathe, to see, to smell and to listen. Experience is considered the key vehicle to obtain the teaching from the environment, as a tool of knowledge that requires being stimulated. Therefore, they use artistic languages naturally and convincingly. Having the possibility of sharing this experience with them has been a pleasure. Sensitiveness, dedication and conviction are examples to be followed and their pedagogy is highly valued. We hope other teaching and learning spaces learn the procedure of this school. We hope to see that very soon due to be essential to live in a society where people learn how to know and value their world. I would like to say thank you to all Zaleo nursery school which has given me a hand during this ambitious journey. I have learnt much and therefore, I say thank you very much. In concrete, I would like to express my gratitude to people who have worked very close to me: Goya, Mariano and Ana. Thanks for inviting me and I hope to see each other in future projects. A big hug to everybody”.

Arturo Moya Villén Others: Arturo Moya website Download this report

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School ACTION:

Email for questions: eei.zaleo.madrid@educa.madrid.org VALLEKAS CUENTA (VALLEKAS (RE)COUNTS)

LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in ad hoc or all-year-round actions at school.

International Children’s Book Day Public involvement Popular empowerment of culture (We are all culture) Story festival Popular tradition (Telling and listening to stories for children) Cooperation between institutions (Infant school, public library and book shop) Social capital (The neighbourhood belongs to us)

2. FAMILIES AS EDUCATIONAL AGENTS: workshops or ad hoc actions in each school year (of different durations), either independently or in cooperation with a teacher, in order to support the development of skills, knowledge for life and/or curricular areas.

4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become a learning resource.

5. INFORMING IS SHARING: Our Schools share activities and educational or cultural contents.

POINT OF DEPARTURE:

Vallekas Cuenta is a project which has emerged from the Project SELF initiative, where the social context is recognised to be an education and cultural agent, allowing us, as a school, to establish links with other neighbourhood institutions and, making us driving forces for social and educational change. This first edition of “Vallekas Cuenta” was promoted by the school and accompanied by Vallecas public library and Muga bookshop. Our aim was to create an instrument of social cohesion and cultural involvement for the people in this neighbourhood who use these three organisations. We chose the date 2 Abril, which is International Children’s Book Day, to set in motion a series of activities to be undertaken with people in the neighbourhood who wish to take part and help out: workshops encouraging reading, children’s book displays, storytellers at school, in the library, bookshop and other social and cultural spaces to enjoy reading together.

GOALS2:

1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children and in the development of different curricula. 5. Organise training action to improve educators’ and families’ skills 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural and educational change. 7. Plan dynamic, playful, formative and cultural meetings both inside and outside partner schools in order to raise the cultural level of educational communities.

1 2

LINES OF ACTION GOALS

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8. Increase and diversify the information channels of each school with their families 10. Stand out as European educational institutions that value their school projects, understanding children’s education as a shared responsibility between families, professionals and environments with a view to raising the quality of the learning process.

LINK WITH CURRICULUM/COMPETENCES DEVELOPED BY PUPILS 3:

1. Competence in linguistic communication, which is the ability to use spoken and written language, to represent, interpret and understand the real world, build knowledge, and to organise and self-regulate thought, emotions and behaviour. Linguistic communication should also be the driver for the peaceful solution of conflict in the school community. Listening and taking part in dialogue involves verbal interaction in multiple contexts. 5. Social competence and citizenship involves providing the skills required to take an active part in civic life, living in and exercising democratic citizenship. It involves being able to put oneself in another’s situation, showing respect for cultural and belief differences, and exerting civic rights, freedoms, responsibilities and duties. 6. Cultural and artistic competence covers both the skill to appreciate and enjoy art and other cultural manifestations, and to create an open-minded and interest in taking part in cultural life. 8. Autonomy and personal initiative means being able to imagine, undertake, develop and evaluate joint or individual actions or projects creatively, responsibly, confidently and critically. It also involves working on values such as self-esteem, freedom, emotional control and the capacity to tackle difficult situations.

BRIEF DESCRIPTION OF THE ACTIVITY:

The three establishments – school, public library and bookshop – thought we ought to give more importance to International Children’s Book Day in our local neighbourhood and we decided to set up an “invented party” which would allow public participation and telling and listening to children’s stories. We looked for places to undertake the activities in the neighbourhood, ultimately focusing on our own spaces and a cultural centre. It ran from 2 to 10 April, including two weekends. We also thought it important to have a visit from a person connected with the world of children’s literature. The actions carried out were the following: • Three exhibitions were set up: two children’s book displays and one exhibition with panels on the life and work of Hans Christian Andersen. • A book-making workshop using recycled materials (Meninas Cartoneras). • A talk about “Hans Christian Andersen: the child who was born with a story up his sleeve” (Federico Martín) • Inauguration of a children’s and young people’s book club • A story encounter with families and teachers • Two storytelling “marathons” • Two puppet shows • Three storytelling activities • One children’s theatre show with live music • One story encounter with children’s schools and library staff.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): A working group was created to set the project in motion, comprising three people, one from each organisation: school, public library and bookshop. The spaces used were: Zaleo infant school, Vallecas public library, Muga bookshop and the Paco Rabal cultural centre. The interest which the initiative aroused in the neighbourhood, both actively (storytellers) and in an audience capacity (both children and adults) was very high, leading us determined to promote this initiative as the first of many others to follow. 3

KEY COMPETENCES

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We had three grants to be able to get our “special guest” Federico Martín Nebras: from the Dirección General del Libro (book division of the Education and Culture Ministry), Muga bookshop and Zaleo Infant School Families Association.

ROLE OF FAMILIES AND TEACHING STAFF:

The families promoted the project and were its protagonists, both at school and in the actions undertaken in the neighbourhood: • They performed in the children’s theatre with music • They led a storytelling show based on a fabric workshop. The role of the teacher and coordinator of the activity was also that of “educational and cultural management”, namely motivating and bolstering the education community to involve families in local activities.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT:

We consider it a success both in terms of audience at the different events and the people who took part telling stories. We consider that some of the activities with Federico Martín Nebras did not live up to our initial expectations. They worked better at the school and the library than at Muga bookshop. The most important proposals for improvement was that we should carry on and organise the “2nd Vallekas Cuenta”, where we will work on the following areas: • We will have workshops on initiation into oral narrating for enthusiasts who would like to take part in Vallekas Cuenta. • We will also organise “Advanced Micro-Workshops” for anyone who wants to explore it further. • We will try to get the go-ahead from the local council to organise oral narration sessions in “nonconventional spaces” (squares, stations, markets, cemeteries…), and if possible, some funding. • We will reinforce our “Story encounters” at this next edition, with oral narration by secondary and baccalaureate students for infant and primary pupils. AUDIOVISUAL DOCUMENTATION: Photographs in Vallecas public library Photographs in Muga Library Video, Publicity leaflet y Online press

FAMILY OPINIONS: This is the opinion of Carmen Álvarez, mother of Ian Koffi Álvarez (aged 4), who was told a story with her son in Vallecas public library: “My son Ian and I acted out a traditional oral tale. It was a very gratifying experience to see how the children there all listened with such attention. During the performance, they laughed and took part in the action with their own comments. But the most special moment for me was definitely when my four-year-old son joined in the story in such a fun and natural way. It was the first time he had spoken in front of an audience and he really enjoyed it. To judge by the applause, I would say the people watching liked it too. I would definitely do it again.”

OTHER: download this report

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ACTIVITY REPORT SCHOOL/S: "Djecji svijet" Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Visit to Enthomological museum LINES OF ACTION 1:

KEY WORDS:

2. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops

Museum, swamp, project, insects

or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas. 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

STARTING SITUATION: At the initiative of parent Marko StanÄ?in we arranged the visit of children to Entomological Museum. The cooperation occurred because there is a small ongoing project in the kindergarten on the topic of swamp and it is an interesting subject to children. Mentioned parent was already engaged in research of swamps and insects, and suggested that children visit the museum where he works so he could show them, with his expert guidance, the insects that live in swamps.

LINES OF ACTION GOALS 3 COMPETENCES 2

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world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; 5. Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities.

SHORT ACTIVITY/PRODUCT DESCRIPTION: Visit to the museum began with reviewing the entire material of the museum, from night insects and insect in the deciduous forests, to bees and insects in swamps. The emphasis was on swamp insects, where we stayed for a while because it is the subject of children’s interests due to the ongoing project "swamp" in the kindergarten. The children also used museums audio technology and asked questions about what they were interested in. On the way out we bought a multimedia interactive DVD ROM which children can use on the computer in the kindergarten. Children also made lots of drawings of insects where they explained all the specific features that they found.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): •

25 children and two teachers, together with one parent, participated in the activity.

•

Since our museum is in the immediate vicinity of the kindergarten we walked there (10 minutes).

•

The visit lasted 50 minutes.

•

Children used all the offered materials that are accompanying museum’s collection of insects.

FAMILIES AND TEACHERS ROLES: The parent was responsible for the activity while teachers took photos and, if necessary, directed the children in the area. Communication takes place with each other; both the parent and the teachers answered the children’s questions.

EVALUATION AND IMPROVEMENT PROPOSALS: Activity was particularly attractive to children. This is the next step in the "swamp" project, step after studying encyclopedia, photos and videos. After the museum, children will visit a real swamp, and thanks to this activity, they will maybe spot and notice all the details a little better. They will be able to perceive the plants and animals that they saw in the museum, knowing their names or important information about them.

AUDIOVISUAL DOCUMENTATION: Photographs Families’ opinion: Parent is very interested in cooperation with the kindergarten. Every day we exchange information about new activities for children in the project and plan new ones. Parent is also involved in the S.E.L.F. activities of hiking with an older child.

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Other: download this report The parent is planning activities that will take place in kindergarten associated with the theme of swamps.

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ACTIVITY REPORT SCHOOL/S: "Dječji svijet" Varaždin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Visit to the police station LINES OF ACTION 1:

KEY WORDS:

4. RELATIONSHIPS WITH THE ENVIRONMENT: Our

Police Day, a visit to the police station, getting

surrounding space is recognized as a third educational

to know the work of police officers and police

agent in our project and become learning resource for our

equipment.

model of OPEN SCHOOLS.

STARTING SITUATION: At the initiative of one parent (police department employee) we were called to the police station Varazdin on the occasion of Police Day, which is traditionally celebrated every year on 29th of September.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. Improve the cooperation and relationship between families and every participating institution. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change.

SHORT ACTIVITY/PRODUCT DESCRIPTION: On 23rd of September we accepted the invitation and visited the police station in Varazdin for the occasion of Police Day. The program was prepared in the courtyard of the police station in order to introduce us with all areas of police work. At the beginning we met and tried out police cars, motorcycles, cars, vans and interceptors. 1

LINES OF ACTION GOALS 3 COMPETENCES 2

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After that, we were welcomed by a criminal investigator who introduced us with all tasks and supplies they need for the job and introduced us to another important member of the police team - police dog Rex. A police officer explained in which jobs can Rex help and how they trained police dogs. The children were also able to visit the exhibition with a variety of explosive devices. A police officer trained to work with explosive devices showed us how they handle and activate these devices, and what to do if we accidentally come in contact with one of the explosive devices. In the end we gave our fingerprints, which were required for production of our identity cards which are still in use in our kindergarten activities for getting to know the importance of personal documents.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): MATERIALS: equipment necessary for the work of police officers TIME: we spent an hour at the police station ROOM: the courtyard of the police station NUMBER OF PEOPLE INVOLVED: Employees from different areas of police service, 4 teachers NUMBER OF CHILDREN: 45

FAMILIES AND TEACHERS ROLES: One parent, in collaboration with his colleagues and kindergarten teachers, organized the visit to the police station in order to show the children their work. Educators are the ones who will support and corroborate future children's activities related to the experiences gained during this visit because this way the children will create an image of police work in their own understandable way.

EVALUATION AND IMPROVEMENT PROPOSALS: Lessons learned during this visit helped the children to clarify the uncertainties related to the work of police officers, for example, some children were afraid of police officers and now they changed their minds. This visit is a positive example to be followed.

AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: Children’s visit to the police station has many benefits. Children learn about police officers, recognize their uniforms, and experience them as people who can help them in different situations. Besides that, during the visit, children were given information about different dangers they may face in their environment. We consider especially valuable the socializing of children and police officers, not only in order to obtain the trust of children towards persons in uniforms, but to also get new information about what the policeman are doing, as well as the phone number at which they can be called.

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Other: Download this report The positive experience we have gained during this visit is an encouragement for us to organize visits to various institutions, as well as meetings with people from different occupations present in the immediate social environment (bank, post office, bakery, bus station, railway station, fire station, doctor, dentist ...) to help children meet important factors of their own environment.

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Visit to the school and arborteum “Opeka” LINES OF ACTION1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

plants, animals, gardens, plants nurseries,

Families are involved in punctual or all year actions at

stable, nature

school. 2. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas. 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

STARTING SITUATION: Regular field trips out of town have become an integral part of our curriculum. Parents have supported this activity, and were engaged in the organization and content of the trip. So Helena's dad planned and realized a trip to the Agricultural and Veterinary School "Arboretum Opeka" to provide for children information, socializing, visiting the bio-garden and nursery plants, and encounter with animals. After visiting the school, the children stayed in a natural setting in a park arboretum "Opeka" located near the school.

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7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities.

SHORT ACTIVITY/PRODUCT DESCRIPTION: Field trip began by visiting High School "Arboretum Opeka", where Helena’s father met the children and teachers. While visiting the school, Helena's father has enabled children to get to know the bio-garden in which school students grow various vegetables, and visit and information about the plant nursery with many species of ornamental plants, shrubs and trees. After the tour of the plants, the children were enabled to have contact with the animals, which are also under care of the students of the school. Children were especially impressed by the horses, and many of them had a chance for the first time, with the help of Helen's dad, to approach them and touch them. Besides horses, great attention was caused by cows and compost with worms. Children watched and asked many questions about animals. They also visited the bee hive where Helen's dad answered questions about how bees are fed and how the honey is made. Throughout the tour Helena's dad has introduced them with types and names of plants, telling them about the animals and how to look after them and answered children’s questions, which were mostly about who takes care of the plants and animals when there is no school. After the tour of school, the children visited the arboretum "Opeka", where they were most interested in climbing on different trees of unusual shapes, boxing the soft wood (redwood) and run through meadows filled with tall grass and wildflowers. The children concluded that the arboretum "Opeka" is a perfect place for the bees which can feed on nectar of numerous wild flowers, and can be used for grazing cows and horses.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Time: 3.5 hours; Space: High School "Arboretum Opeka" and arboretum "Opeka" Number of people involved and the number of children involved: 48 children aged 3-7 years; 4 educators and parent

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FAMILIES AND TEACHERS ROLES: The parent had a leading role in this activity, showing children school’s open spaces and teaching them about various plants and animals which are under responsibility of school students. He also answered all the children’s questions and thus contributed to broadening their knowledge and enabled direct contact and introduction of children with animals. Teachers and the parent agreed on the date and duration of the activity. During their stay in the arboretum "Opeka" teachers encouraged children to explore the flora and fauna and helped them to connect what they saw with the information they received in school by the parent.

EVALUATION AND IMPROVEMENT PROPOSALS: Visit to agricultural and veterinary school is an excellent opportunity to learn about the flora and fauna. Since the field trips have become a regular part of the curriculum, children have the opportunity to acquire new, direct experiences in the immediate environment that is not available every day, nor common. In this way they connect with the natural world, plants and animals. With new skills, children acquire new confidence, experience, and expand their sensory abilities, but also acquire new emotional experiences.

AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: Other: download this report

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ACTION DESCRIPTION DOCUMENT SCHOOL/S: Zaleo Infant School

Email for questions: eei.zaleo.madrid@educa.madrid.org

ACTION: WEAVING TOGETHER LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY. 2. FAMILIES AS EDUCATIONAL AGENTS.

JOINT LEARNING, WEAVING, TRANSFORMING, PEER LEARNING.

POINT OF DEPARTURE: We can all share things we know with other people, both adults and children. At the start of the school year, we asked parents what they knew how to do and if they knew anyone who could share their knowledge. In response, one of the school’s mothers told us she knew how to weave and could take an ad hoc or yearly workshop.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children and in the development of different curricula. 7. Plan dynamic, playful, formative and cultural meetings both inside and outside partner schools in order to raise the cultural level of educational communities. 10. Stand out as European educational institutions that value their school projects, understanding children’s education as a shared responsibility between families, professionals and environments with a view to raising the quality of the learning process.

LINK WITH CURRICULUM/COMPETENCES DEVELOPED BY PUPILS3: 6. Cultural and artistic competence covers both the skill to appreciate and enjoy art and other cultural manifestations, and to create an open mind and interest in taking part in cultural life. 7. The competence to learn to learn involves being aware of what is known and of what still needs to be learned. It involves getting to know one’s own potential and shortcomings, making the most of the former and being motivated to overcome the latter. Consequently, it means understanding that learning is an ongoing lifelong need which helps us to face up to problems and find the best solutions at any given moment. 8. Autonomy and personal initiative means being able to imagine, undertake, develop and evaluate joint or individual actions or projects creatively, responsibly, confidently and critically. It also involves working on values such as self-esteem, freedom, emotional control and the capacity to tackle difficult situations.

BRIEF DESCRIPTION OF THE ACTIVITY: Initially, a mother was going to show other adults how to weave. I looked for other relatives at school who might be interested and we formed a group of six/eight people, including dads. This was interesting as it enabled us to work on coeducation and role models for children, as it is not so common for men to be interested in this kind of activity. We began the activity at a regular meeting space in school, set up to evoke a family living room with a cosy, homely atmosphere. The appeal for the adults both of this space and the activity that took part in it exceeded all our expectations, both for families and pupils who were constantly saying, “I want to learn as well”. This led to the activity being opened up to the 2- to 6-year-olds, gradually enhancing the initial proposal. Owing to the interest shown by children in WEAVING, the families thought of a motivating story about a girl who put colour around the city by weaving coloured wool. In the centre, we were working with colours so it seemed a good opportunity to use coloured wool to support this content. 1

LINES OF ACTION GOALS 3 COMPETENCES 2

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Finally, the youngsters did weaving together with the adults in what became a meeting place for the whole education community. Manuela said “My grandmother showed me like this” and then showed the adults an easy way to communicate their knowledge to their companions. We all learned from each other. The result was not only that they made coloured scarves to keep the school trees warm, but above all, that the school facilitated a space for the whole education community which generated very intense and gratifying personal and group relationships.

METHODOLOGY AND RESOURCES USED (material, human, venues, time, number of pupils…): To recreate the space, the families brought in furniture and fabrics. The basic materials used were handlooms, wool, and sticks of wood wrapped in wool for the youngest children. This activity was coordinated by the mother who had the original idea and was supported by a school teacher who acted as facilitator of resources and scheduling. All the pupils aged 3 to 6 took part, as did relatives of all ages. The space used for the activity was the school lobby and the schoolyard, where the trees were used to hang the products resulting from the workshop.

ROLE OF FAMILIES AND TEACHING STAFF: The original idea came from one of the school’s mothers and was welcomed by a teacher who encouraged her to go ahead and facilitated a place to meet other families, carry out the activity, obtain materials and organise a time during the week to carry it out. The families organised themselves, publicised the activity and encouraged others to take part. They showed others how to weave and communicated what we wanted to do to cover the trees in the yard with colour. They chose a motivating story and acted it out for the pupils.

EVALUATION AND SUGGESTIONS FOR IMPROVEMENT: It was a motivating activity for everybody both adults and children. It allowed us to forge a community and generate bonds and relationships with everybody, sharing a common purpose: learning to weave to add colour to our school. The activity was so positively evaluated that it will be continued for another school year.

AUDIOVISUAL DOCUMENTATION: Photographs Video

FAMILY OPINIONS: As I wrote elsewhere, writing “doing crochet” on a piece of paper ended up having charming, exciting and unexpected consequences. It drew out creative ideas from the whole team that got involved and things arose as we went along and we weaved them into shape as carefully and respectfully as we could, so we could put them into practice with the children at Zaleo. This activity benefited from: team work, the spontaneous incorporation of families, the willingness of the teaching staff and the time allotted to the workshop, because the fact that it was always the same day at the same time gave it more continuity and ensured greater commitment to the task. The space provided for the school was also very appropriate. Aspects to be improved: knowing sufficiently in advance how many grown- ups will be there on the day of the workshop to be able to divide up the children and ensure they get the necessary attention to carry out the task. Evaluate the need to specify certain aims or goals to ensure proper planning. Things that fascinated me: the enthusiasm of the children for this kind of weaving, the participation of families and teachers, the smiles and skills of the children and above all, what they showed us. Indeed, so much so that the crocheting ability of one of the Zaleo pupils helped us to teach the technique to the other children. All the work, time, enthusiasm and excitement were worthwhile as it has been a very moving, pleasurable and a learning experience. Thanks to everyone who made it possible.

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OTHER: download this report Link to motivating story

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ACTIVITY REPORT Email to be used to ask questions: eei.zaleo.madrid@educa.madrid.org

SCHOOL/S: Zaleo Infant School

ACTIVITY/PRODUCT: WELCOME MEETING. Meeting-encounter among new families, school´s teachers, current school´s families and former families. LINES OF ACTION1:

KEY WORDS:

BUILDING UP AN EDUCATIONAL COMMUNITY. The families are involved in certain or annual actions at the school. PROVIDING INFORMATION IS SHARING. Our schools spread activities including our educational methodology.

Welcoming encounter, sharing, feelings, information, meeting each other.

STARTING SITUATION: In the SELF Project, this activity is designed as a key encounter to be set up in the project´s schools and to be celebrated at the beginning of the course; where new families attend to the school either to meet teachers and the educational offer from the school or having a welcome from parents in charge of AMPA, from families who go to school and from the former pupils.

GOALS2:    

Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities. Facilitate communicative and cooperative ties between the families of the institutions that participate in the project. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. Increase and diversify informative channels of each school with their families.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED:     

The social and civic competence is based on stipulating the mechanisms to know and participate actively in the life´s school, spending time together, gathering each other and looking for encounter´s moments. The nursery school has autonomy to establish mechanisms that contribute that families take part in the educational process. The schools will cooperate intimately with parents to get a better cohesion and the same criteria in their children´s formation. Setting up an atmosphere of confidence and suitable affective conditions to be in favour of attending to this encounter. Being related with others and acquire the elemental guidelines of coexistence and social relationship.

SHORT ACTIVITY/PRODUCT DESCRIPTION: An encounter activity is thought to be designed for families whose children attend for the first time to our school, contributing to create a suitable atmosphere of coexistence and searching the benefit for families of knowing in advanced some aspects of the organization and participation in it. That encounter consists of several actions: 1

LINES OF ACTION GOALS 3 COMPETENCES 2

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      

First public appearance of all the staff that works at the school (teachers, management team, services personnel and cooking personnel). The management team summarizes our methodology, actions and leading workshops developed at the school and they present the SELF project, encouraging to take part in it. Former students’ parents speak for their experience about the education of their children at Zaleo. AMPA families introduce themselves and speak about the cooperation at the school through working commissions. In the room there are distributed computers which show photographs or videos of the workshops developed at Zaleo by the teachers. There are panels and corners of parents spread along the room with AMPA working commissions. The dialogue is promoted among everybody, interacting with families, listening to their fears and solving doubts.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…):

Human resources: to that meeting, attend all the workers from the school, parents of former students, the representatives of Families Association, families and pupils who are already at school and new families and students. Material resources: Panels with posters of fathers and mothers Association working commission, pictures and laptops that sho made by the children. Delivery of a notebook with the photos of all the school personnel. Spaces: The meeting is held in an interior space at the school. Timing: It takes place out from the working timetable, from 4 p.m. to 6 p.m. in October (after a month since the beginning of the course in Spain).

FAMILIES AND TEACHERS ROLES: School team role: The schools, according to their autonomy can design actions that promote encounter moments between families and educational personnel to know the center, it teachers and it methodology; as well as current projects developed by the school. Promoting a listening role for families´ doubts. Being receptive to the emotional load included in the characteristics of the encounter. Families role: They speak about how do they felt when they were involved in their children´s education along with the school and they welcomed new families, encouraging them to assume tasks and responsibilities at school and at Parents’ Association.

EVALUATION AND IMPROVEMENT PROPOSALS:   

  

 

Centre conditions of opening to the environment and an opened relation of listening with a feedback with families to promote encounters. We consider that the most suitable date to develop this activity could be at the beginning of the course, in September, in Spain. It might be more interesting that families attend without their children, according to feel more comfortable and interact with other families or school´s personnel; taking into account the attention to children near the school. To promote that parents know existed commissions, it exists the possibility of delivering a list for the families to read it carefully at home. They mustn´t coexist both presentations, the educational and from parents the same day. It could be suitable to dedicate two moments to hold separately each event. The space to be used supposed to be the largest space provided by the centre to accommodate all parents interested in the event. It may be used another space from other institutions (libraries, leisure centres, assembly halls…) to hold either new or former parents. The duration of the event it won´t last too much. Delivering a leaflet or a notebook with all the school´s personnel, including a summary with the main details and a brief summary about the methodology.

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AUDIOVISUAL DOCUMENTATION: Photographs Families’ opinion: Families have considered suitable to celebrate this encounter in which they have met all the school´s personnel and in general, the working dynamic at the school. Along as the AMPA´s structure and its general functioning and the working commissions. Emphasizing the implication, kind and caring treat from Zaleo staff (management team, teachers, services personnel, school´s parents, former parents…)to families.

Others: Download this report Elaborating a brief assessment questionnaire or a book with comments about the event elaborated at the end when they express how they feel and their general opinion about the meeting.

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DOCUMENT OF ACTIONS TAKEN SCHOOL/S: Zaleo Infant School

EMAIL FOR ENQUIRIES: eei.zaleo.madrid@educa.madrid.org

ACTION: WHAT A BIG MOUTH YOU HAVE.....TO BE ABLE TO TELL BETTER STORIES! LINES OF ACTION1: 1.

KEY WORDS:

BUILDING AN EDUCATIONAL COMMUNITY. The families are involved in specific or annual activities in the School.

 

Storytelling Theatre for infants

STARTING SITUATION: This project stems from the need raised by families to participate in telling stories to the children “in another way”, so that they are “told in a different way”.

GOALS2: 1. 2. 3.

To promote the role of families in our European educational centres as active educators in the integral education of their children and the development of the curriculum. To plan fun/informative/cultural meetings inside and out of educational centres to raise the cultural level of the educational communities. To distinguish ourselves as European educational centres that has as one of its values, an understanding that children’s education is a shared responsibility between families, professionals and the environment, with the outcome being to raise the quality of the process of teaching.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES3/SKILLS DEVELOPED: The competences that worked on in this activity are: 1. The linguistic communication competency refers to the use of written and oral language, from representation, interpretation and understanding of reality. From the construction of knowledge and organisation and self regulating thoughts, emotions and behaviour. Also, linguistic communication must be the engine of solving conflicts peacefully in the school environment. Listening and conversing implies verbal interaction in many diffrent contexts. 6. The artistic and cultural competency covers both the ability to appreciate and enjoy art and other cultural demonstrations, but it also helps generate an open attitude and interest to participate in cultural life. 1

LINES OF ACTION GOALS 3 COMPETENCES 2

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A BRIEF DESCRIPTION OF THE ACTIVITY This activity consists of supporting the families to recreate a story or narrative, in a small theatrical space using the resources that the school has. For this activity we ended up using the dining room as the theatre for the shows.

METHODOLOGY AND RESOURCES USED (material, human, space, time, number of students, ...): We used the dining room, and using pieces of material and spotlights, we created the stage. The use of other objects was limited, and they were supplied by the families. One Friday every month in the afternoon, 2 classes enjoyed the small, but intensely theatrical shows.

THE ROLE OF THE FAMILY AND THE TEACHER Each family chose the text that they wanted to represent; in some cases they even wrote their own building characters and creating the different sequences and scenes. The teacher facilitates the space for rehearsal and organises the date and room for the shows.

ASSESSMENT AND PROPOSALS FOR IMPROVEMENT: Audiovisual Documentation: Photographs VIDEOS: “Pelopatapico” “The Gruffalo” “Salt water comes from…” ”Chick Pea and litle chick pea”

Families Opinion: “We loved doing these little shows for the children of the school, Rocío felt very excited and enthusiastic with the idea that her parents and cousins would participate with the show in the school. For both her and for us it was an absolute luxury. Bernardo gave us everything we needed to be able to set up the function and he also helped us with many of the ideas for the show. The best part about this experience was the process of thinking and creating, and also that Rocío and Sofia participated in this in some way. We believe that all families should, one way or another, have the opportunity to share an activity like this with the children. For us it has been an amazing experience”. Oscar Blanco and Esperanza Montero, Rocio and Sofia’s Parents.

OTHER: Download this report

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ACTIVITY REPORT SCHOOL/S:

Email to be used to ask questions:

"Dječji svijet" Varaždin

vrticdjecjisvijet@gmail.com

ACTIVITY/PRODUCT: Raw wool - „Rainbow Fish“ LINES OF ACTION1:

KEY WORDS:

2. FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops

Raw wool, picture book „Rainbow Fish“, shells,

or prompt actions in each school year (of vary durations),

stones

either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: Parent suggested that we teach children how to process raw wool. Unfortunately, that process is neglected in modern, everyday life. In past, these processes were opportunities for spending time together and passing experience down from generation to generation and thus kept the tradition of hand-made items. The mother and teachers agreed on details of the activity. Her idea was to make characters from children's stories, so children could also dramatize the story while reading. First story we decided to realize was „Rainbow Fish“. Children will learn how to felt wool, convert it into the desired shape and make felted dolls. That way experiences and traditions that are somewhat forgotten will be transmitted to the younger generation.

GOALS2: 5. Inspire action of joint training in educational institutions in order to improve educators’ and families’ skills as prime educational agents.

SHORT ACTIVITY/PRODUCT DESCRIPTION: We have prepared enough space and tables for the implementation of the activity, and ensured sufficient amount of colored wool for felting. The process of felting and making items of felted wool was led by the mother. Besides

LINES OF ACTION GOALS 3 COMPETENCES 2

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wool, we required warm soap placed in a plastic bottle with a sprayer. The children first made wool balls, which was followed by somewhat more demanding and complex task, making shells. In order to make shells, ball had to be covered with wool, sprayed with warm soap, and then felted until desired firmness was achieved. Then followed the making of the fish, using a nylon template. Everyone did their task and all of them wanted to try each of the three offered ways of making the characters. Making the fish took the longest time because it was necessary to add a lot of different wool, silver flakes, and roll it several times to remain firm. In the end we cut the lower part of the fish and removed the nylon template, which left us with the hole for the hand so it can be used for play while reading the story.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): Materials: raw wool, warm soap, bottles with sprayers, balls, fish templates, cloth Time for making stones is about 15 minutes, for shells about 30 minutes, and to about 1 hour for the fish. Space: in the kindergarten Number of people involved: children from ages 3 to 7, in total 12 of them, 7 parents

FAMILIES AND TEACHERS ROLES: Activity was organized on mother’s initiative. In agreement with her, the teachers prepared the space and materials, and informed other parents about the activity.

EVALUATION AND IMPROVEMENT PROPOSALS: As the there is also an octopus in the story, which is harder to make, a parent has proposed another special activity in which they made an octopus. It took a lot more time and adoption of new ways of felting wool.

AUDIOVISUAL DOCUMENTATION: Photos Families’ opinion: Workshop with wool was a very positive experience for me. It was nice to see so many children and their parents. I believe that this workshop was very useful for all participants because through socializing and cheerful atmosphere we learned something new and it brought us parents, children and teachers closer together. (Edo’s and Leon’s mom)

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ACTIVITY REPORT SCHOOL/S: "Dječji svijet" Varaždin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Marking the World snake day LINES OF ACTION 1:

KEY WORDS:

1. CONSTRUCTING AN EDUCATIONAL COMMUNITY.

Snakes, pets, overcoming fear, behavior in

Families are involved in punctual or all year actions at

nature

school. 4. RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS.

STARTING SITUATION: Due to the expressed interest of one child for the snakes, his mother came to the idea that kindergarten marks the World snake day.

GOALS2: 1. Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 6. Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change. 7. Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities. 10. Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process.

LINES OF ACTION GOALS 3 COMPETENCES 2

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SHORT ACTIVITY/PRODUCT DESCRIPTION: The activity was organized and carried out at the initiative of the mother of a child who is intensely interested in the life of snakes. We invited Ms. Spomenka Lazar with her two pet snakes, royal python and corn snake, to our kindergarten so children could get the opportunity to see a live snake. We collected the written permission of parents before children contact with pet snakes. Activity was joined by several parents who wanted to participate primarily because they are afraid of snakes, and they believed that getting new information about the way to behave around snakes will reduce their fear. In addition to satisfying the interests of children about the life of snakes, the goal of this activity was not only to reduce children's fear of snakes, but also to provide information on the necessary caution in possible contact with wild snakes in the nature. Most parents think that touching and holding snake in their hands allowed them to reduce fear. In addition, both children and adults have expressed their surprise about the feeling of touching snakes. They found out that snakes have a very muscular body and were surprised that her skin is dry and warm, as the majority thought it was moist and cold.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involvedâ&#x20AC;Ś): Children prepared for the activity by studying encyclopedias, reading the articles, and making cards with interesting facts from the life of snakes. The activity was held in the kindergarten and lasted for about 2 hours. The headmistress, two kindergarten teachers, administrative workers, and seven parents participated in the activities. Besides them, in the activity was the owner of the snakes and two news teams that accompanied the event. The activity included 25 children (students of our kindergarten and brother of a girl). The youngest child was two years, and the oldest 12.

FAMILIES AND TEACHERS ROLES: One mother was the initiator of the activity, while other parents joined as spectators. They also participated in the games that were specially designed by the teachers. Teachers were preparing children and materials for the activity. During the activity they also appeared as support for children, teammates in the game, and photographed the entire activity.

EVALUATION AND IMPROVEMENT PROPOSALS: We think that this activity should become a kind of tradition in our kindergarten. Apart from the opportunity for children, it is also opportunity for parents and educators to socialize and learn together. It is also a great chance to deal with any possible fear of snakes and get information about proper behavior in nature, necessary clothing and caution in areas where snakes live.

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AUDIOVISUAL DOCUMENTATION: Photos http://www.evarazdin.hr/index.php/component/k2/item/9222-foto-malisani-iz-djecjeg-svijetaneustrasivo-prihvatili-kraljevskog-pitona http://varazdinski.rtl.hr/drustvo/piton-mali-princ-odusevio-malisane-iz-djecjeg-svijeta Familiesâ&#x20AC;&#x2122; opinion: "I commend the idea of this workshop which gave us parents a great experience of dealing with prejudices and beliefs related to these animals. At the same time I think it is very important for children to get the correct information as early as possible about this "dangerous" species, and learn about how to behave in their natural environment. " Mark's mother

Other: Download this report After the activity, cooperation with the wider community was achieved and for the first time in Varazdin we marked the World snake day. All kindergartens from town of Varazdin, as well as the citizens and children of the city, met in city streets to make â&#x20AC;&#x153;human snakeâ&#x20AC;?.

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ACTIVITY REPORT SCHOOL/S: Kindergarten “Djecji svijet” Varazdin

Email to be used to ask questions:

vrticdjecjisvijet@gmail.com ACTIVITY/PRODUCT: Yoga LINES OF ACTION 1:

KEY WORDS:

FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or

Yoga, Final kindergarten event, Development of

prompt actions in each school year (of vary durations),

children’s skills, Parent as a activity organizer

either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas.

STARTING SITUATION: When we started planning the kindergartens final event for children we decided that we could include parents in this activity if they would be willing to take the time and if they have plan for activities in which children could participate. On the notice board for parents in kindergarten we put an invitation for parents. The response of the parents was satisfactory. Mother of a six year old boy arose with the idea to make a stage play with the movements and elements of yoga with her help as a licensed yoga instructor. The kindergarten has provided a place for the implementation of activities in the sports hall, and we have agreed terms for the activity, at least twice a week for an hour over a period of one month.

CONECTION TO CURRICULA/PUPILS’ COMPETENCES 3/SKILLS DEVELOPED: Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts). Creating the conditions for encouragement of parent participation in shaping the vision of the institution and allowing opportunities for participation of parents in the planning, implementation and evaluation of the educational process. Harmonization of educational activities for the child with a view to the child's long-term well-

LINES OF ACTION GOALS 3 COMPETENCES 2

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being. The children were given a possibility to express themselves with their body (as opposed to verbal expression, which is usually in the foreground). They were actively involved in the process, and have learned new moves that can be, with a little repetition, further perfected.

SHORT ACTIVITY/PRODUCT DESCRIPTION: In the beginning there weren’t a certain number of children with which the activity will be realized and we have organized on two occasions games with motion to get an insight into the interests and backgrounds of the children, not just for yoga, but also for other activities of the final event (sports, music, expressing themselves in foreign languages). The mother of a child has formed a group of 13 children, boys and girls, who were either physically predisposed, or by shown interest. Children first made up a story with the teacher about the forest and animals and mother gathered ideas for stage performance. In working with children she used a lot of improvisation and allowed children to participate on the spot. She based her work with children on a variety of games with elements of yoga. Activity would usually be divided into two parts; the first part would be a game of movement, and the other part execution of the game. The mother allowed that children themselves invent movements for individual animals and she didn’t impose precisely defined movement and insisted on proper execution. The children spontaneously perfected the moves through the game which we consider as a good approach in working with children. The children loved those stage plays and they made themselves proposals for their implementation. Towards the end of activity, children used movement and loud breathing that is very important for yoga so that all the essential elements were involved. We also finally added the audio medium with the sounds of the forest in order to better capture the movement and atmosphere of the forest. It is important to mention the relationship which the mother made with children involved. At the beginning of the activities children were always welcomed and arranged as a group. They had a greeting: "All for one, one for all!“. The atmosphere at the rehearsals, as well as the final product of these activities was relaxing and enjoyable.

METHODOLOGY AND RESSOURCES (materials, times, spaces, people involved, number of students involved…): The activity was held at least twice a week, for an hour, in the sports hall. Materials used in the activity were mats, CD player for the background music and picture cards of various asanas to play with children. On one occasion we used rolls of paper and straws which were used to blow mentioned rolls of paper. Adults included in this activity were mother of one child and teacher. Number of children involved was 13 children, age 5 and 6.

FAMILIES AND TEACHERS ROLES: The parent was responsible for the activity, while the teacher was a helper and a passive participant. The parent presented the entire activity, from training to implementation. The role of the teacher was to continue the play in the kindergarten. Since the teacher herself is practicing yoga, we could perform without fear of injury the asanas

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with the names of the animals that the children learned with the parent.

EVALUATION AND IMPROVEMENT PROPOSALS: We think that the mother worked excellent with children. It is commendable that she treated everyone the same way, not excluding anybody in particular, which is sometimes difficult given that her son also attended the activity. We have noticed that she valued more the relationships with children than the final outcome of the action. From the start, she approached the activity in a way that the process is important, not the result, hoping to get yoga closer to children through the game. Her approach was extremely warm and the children loved working with her. She carried the activity without the interference from teachers.

AUDIOVISUAL DOCUMENTATION: Photographs Familiesâ&#x20AC;&#x2122; opinion: â&#x20AC;&#x153;Time spent with children in yoga gatherings, as part of the SELF project, was first of all a lot of fun and a wonderful experience :-) It gave me the opportunity to remind myself that the priceless value of the game-based learning, but it also gave some new aspects of self-knowledge, insight into the parent-child and teacher-child relationship given that one a child from the group was my son. At the same time I received a new view of the teachers who work in a kindergarten ... a little deeper insight into their daily work and particularly large involvement in activities that need continuous planning and implementing. Once again I confirmed the great value of yoga for children (and not only them) in the development of important skills, in the supportive and noncompetitive environment. Personally, it means a lot to get such a possibility of cooperation of parents in the educational process that normally is performed by teachers. Through interaction with children I also got positive feedback from their side. I believe that through this, and other activities (which includes the parents) strengthens the relationship and trust between child-teacher-parent. With gratitude for the opportunity to participate in the project SELF.â&#x20AC;?

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1. - LINES OF ACTION: 1) CONSTRUCTING AN EDUCATIONAL COMMUNITY. Families are involved in punctual or all year actions at school. 2) FAMILIES AS MAJOR EDUCATIONAL AGENTS: workshops or prompt actions in each school year (of vary durations), either independently or in collaboration with a teacher in order to support the development of competencies, knowledge for life and/or curricular areas. 3) LEARNING COMMUNITIES: Meetings between families or families-teachers to reflect about common interest topics. 4) RELATIONSHIPS WITH THE ENVIRONMENT: Our surrounding space is recognized as a third educational agent in our project and become learning resource for our model of OPEN SCHOOLS. 5) INFORMING IS SHARING: Our Schools spread activities and educational or cultural contents. 2. - SPECIFIC GOALS IN S.E.L.F PROJECT: 1.

-Encourage the role of families as active, educational agents within our European educational institutions, in the integral education of their children, and in the development of different curricula. 2. -Improve the cooperation and relationship between families and every participating institution. 3. -Facilitate communicative and cooperative ties between the families of the institutions that participate in the project. 4. -Incorporate efficient channels of communication and the use of technological resources and social networks among all of the sectors within the different schools implied in this project. 5. -Inspire action of joint training in educational institutions in order to improve educators’ and families’ skills as prime educational agents. 6. -Establish relationships from schools with our environment and surroundings, transforming ourselves into active agents of social, cultural, and educational change. 7. -Plan dynamic, playful, formative, and cultural meetings both in and out of the partner schools in order to raise the cultural level of said educational communities. 8. -Increase and diversify informative channels of each school with their families. 9. -Design the use of new information and communication tools, thinking about a proper and safe use. 10. -Distinguish ourselves as European educational institutions that value their centers’ projects by understanding that children’s education is a shared responsibility between families, professionals, and environments with the purpose of raising the quality of the learning process. 3. – KEY COMPETENCES: 1.

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4. 5.

Mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT). Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equips individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social wellbeing. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation. Sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance. Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).

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