Visibility of eTwinning Projects Group July 2026 Newsletter that promotes justice, equity and participation( Soulis, 2020). Vulnerable social groups also include the Roma, who continue to face significant difficulties in education. For many Roma families, school is not a priority, as it is often considered foreign to their culture( Vamvoukas, 2002). At the same time, many of the knowledge and values promoted by the school contradict certain traditional perceptions of the community( Lazaridou, 2023). As a result, many children show inconsistent attendance, low school performance or drop out of school early( Vasiliadou & Pavli-Korre, 2011). Although attendance at kindergarten is mandatory, the participation of Roma children remains limited, due to the overprotectiveness of the family, the difficulty of adapting to the school environment and the oral nature of their dialect, which hinders the development of literacy( Theodoropoulou, 2019). For this reason, the school is called upon to create a positive and supportive learning environment, designing activities that enhance the active participation, communication and social integration of students. In the context of this study, the need for a supportive and inclusive school environment takes on particular importance, as the project was implemented in a kindergarten attended by Roma children. The children’ s participation in a collaborative European eTwinning project created opportunities for communication, collaboration and interaction with peers from different schools and cultural backgrounds. In this way, the school functioned as a space of participation, acceptance and empowerment, contributing to the
strengthening of the sense of“ belonging” and the equal participation of the children in the learning process.
Empowering vulnerable social groups: the role of kindergarten Empowerment of vulnerable groups – such as the Roma – requires the state to open up to them, so as to create the space for them to claim their rights and participate in the design and implementation of policies that concern them. This allows for active rather than passive participation, with group members becoming familiar with decision-making and co-shaping policies. Empowerment requires continuity, consistency and systematicity. It is an ongoing process and not a limited-duration action. It involves activating processes that enhance the sense of control, self-image, selfconfidence and capabilities of individuals( Iliadis, 2021). The European Union has intensified efforts for the social inclusion of Roma and the fight against discrimination. A strategic framework for inclusion was adopted in April 2011, which was renewed on 7 October 2020 and includes three key elements: promoting equality, inclusion and participation( European Commission, 2020).
The social and cultural characteristics of children are an important source of information for the implementation of differentiated practices in kindergarten. According to UNESCO( 2006), multiculturalism defines diversity and multicultural education emphasizes learning about other cultures, promoting respect and acceptance. Banks( 2002, 2004) defines its purpose as creating a
149