Visibility of eTwinning Projects Group July 2026 Newsletter
schools, listening to their voices in videos and locating on the map where European peers live. For preschool children, this meant entering a world larger than their everyday experience; for primary pupils, it represented the first step toward understanding the international dimension of the project. Mapping the schools, simplified for younger children and more structured for older ones, created a sense of belonging that accompanied them throughout the project.
Picturebooks offered a gentle and engaging entry into the exploration of European wildlife. In preschool, picturebooks nurtured curiosity and observation, enabling children to explore animals through images, guided conversations, manipulative activities and symbolic play. Each book became a small world to explore, a bridge between imagination and reality, a safe space in which to ask questions and build meaning.
In primary school, picturebooks supported more complex forms of reworking: acrostics, descriptions, scientific comparisons, illustrations and artistic reinterpretations. Children transformed what they heard in stories into words, reflections and creative productions, such as the Pop Art reinterpretation of the Cypriot parrot. In this way, picturebooks acted as tools for emotional, linguistic and cultural literacy, supporting text comprehension, writing skills and scientific observation.
Each school selected animals representative of its territory, contributing to the European Fauna Map, the first
collaborative product of the project. Children discovered that Europe is not only a group of countries but a mosaic of natural environments, species, colours and stories. The classes’ productions were collected in the European Animal Encyclopaedia, a collaborative digital book uniting contributions from all partner schools. Browsing it allowed children to see their work alongside that of their European peers, recognising the beauty of diversity and the value of collaboration.
Preschool children contributed with identity cards of animals, memory games, drawings, collages and a fox reinterpreted in Romero Britto’ s style, later included in the European Virtual Exhibition. Each product was a concrete trace of their learning journey, a way to make visible what they had learned through play, storytelling and direct experience. The presence of picturebooks supported multisensory, inclusive and participatory learning, allowing each child to find their own way of engaging with the content.
Technology sustained collaboration between the two classes and among European schools. BookCreator, Canva, TwinSpace and online meetings enabled children to see each other, exchange materials and build shared products.
Families were involved through access to TwinSpace, turning the project into a community experience bridging school and home. The European dimension was present at every stage: exchanging traditions, digital postcards, creating a collaborative logo and producing an eSafety infographic. Each online meeting
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