My first Magazine Booklet - the final version | Page 88

Five international project meetings were held.
The project activities had a direct impact on everyone involved – teachers, children, parents and expert associates.
Getting to know various educational systems, exchanging ideas and experiences of upbringing methods had a
positive impact on everyone. An improvement of language and computer skills as well as strengthening of
teamwork also happened in the group of professional participants. By visiting our associate countries, we got to
know different cultures and traditions as well as each country's education system. We also improved professional
and personal contacts among the staff, broke down barriers, prejudice and stereotypes, and opened ourselves to
the perception and the definition of a European citizen. Working on project tasks and activities allowed the
professional staff to continuously better their professional skills.
Through this project, the children had the opportunity to get to know the participating countries, their unique traits,
their traditional song and dance, and contact the other participants directly through video conferencing. By actively
participating in the project, we allowed for new memories, experiences and knowledge gained. The children
enriched their own language skills and felt like they belonged while understanding the importance of getting to
know various cultures. With these new methods and impr oving the adjustment period, the parents quickly made
contact with and began to trust the staff of all educational institutions while understanding the importance of
preschool education.
The activities involving the children had the goal of making connections in the cultural and traditional aspects. By
exchanging strategies and methods of action in the adaptation process, we gained insight into the diversity of
influence while looking to find a single model of taking action.
For this project Turkey has received the recognition eTwinning Quality Label.
All of the ideas for positive practices with a mutual goal of reducing the child's adaptation stress will be fully
implemented in the years to follow.
Our e-book will be useful to all project participants as well as other professionals who could possibly implement our
new methods into their own educational practice.
Our e-book remains to be permanent evidence of the synergy between all project participants headed towards the
same goal from their different backgrounds – the goal of easing the introduction of a child into the educational
institutions.
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