Visibility of eTwinning Projects Group July 2026 Newsletter
Education, Specialization: Teaching of the Modern Greek Language. Thesis. * UNESCO( 2006). ICTs in education for people with special needs. Unesco institute for information technologies in education. * United Nations.( 2015). Transforming our world: The 2030 Agenda for Sustainable Development. * Vamvoukas, M.( 2002). Introduction to psychopedagogical research and methodology. Grigoris. * Vasiliadou M., & Pavli-Korre, M.( 2011). The education of gypsies in Greece. I. NE. DI. VI. M. * Williams, D.( 2013). Assessment: The bridge between teaching and learning. Voices from the Middle, 21( 2), 15 – 20. * Yin, R. K.( 2018). Case study research and applications: Design and methods( 6th ed.). SAGE Publications. * Zacharias, N.( 2018). Cultural diversity and interculturality in education. Master ' s thesis. University of Ioannina. School of Educational Sciences- Department of Primary Education.
Garyfalia Papasotiri was born and raised in Agrinio, Greece, where she currently lives with her family. She holds a degree from the Department of Early Childhood Education at the University of Athens, two master’ s degrees( Hellenic Open University, 2010, and the University of Ioannina, 2024, in Special Education), and a PhD from the University of Patras( 2023), with a dissertation focusing on play in the public spaces of the city of Agrinio. For the past 15 years, she has served as the head teacher of a kindergarten where the student population consists primarily of Roma children.
Collaboration, Creativity, Learnercentred Learning: eTwinning and Reggio Emilia by Florina Popescu
The pedagogical foundation of the project The Reggio Emilia approach, through Loris Malaguzzi ' s famous metaphor of " The Hundred Languages of the Child ", supports the idea that each child has multiple ways of thinking, expressing and understanding the world- through drawing, movement, play, music, construction or dialogue- and the role of the educator is to provide contexts in which these languages can be freely explored. The eTwinning project " The Hundred Ways to Be " transposes exactly this philosophy into a framework of international collaboration: children from partner schools are invited to discover and express their identity through varied activities, understanding that there is not a single way of being, learning or expressing yourself, but a multitude of equally valuable forms.
The Reggio principles of the child as an active protagonist, of the environment as the " third educator " and of pedagogical documentation are naturally found in the structure of the project: each activity becomes an opportunity for visual and digital documentation of the diversity of children ' s expression, and the
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