Visibility of eTwinning Projects Groups July 2019 Newsletter Newsletter 9 | Page 105

Visibility of eTwinning Projects Group July 2019 Newsletter
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because they are in a position to explore, learn on
their own, using new and concrete, active-
participatory methods that motivate them to work
and engage in activities. Through games and
experiments and the application of acquired
knowledge, pre-school children found new ways to
keep the environment clean and healthy.
The activities of this project involved searching for
information on four main topics such as Earth, Air,
Water and Fire by using different sources like
Google Earth, models with the solar system, using
books, encyclopaedias, atlases, or visiting
astronomic observatories, museums, aquariums,
field trips to scientific institutions, libraries,
interactive exhibitions, participating in workshops
and / or discussing directly with specialists.
In order to help the children in their new learning
paths the science centres in each pre-school groups
have been enriched with materials needed to carry
out experiments: graded containers of different
sizes, tubes, pipettes, magnifiers, tripods,
hourglasses, magnets etc.
After finding information about a specific theme,
each kindergarten conducted a number of 3
scientific experiments of different difficulty level:
easy, medium, advanced and reunited them in a
common project book. The children, helped by the
project mascot, a little robot called Hooke, also
created stories about each theme and illustrated
stories sent by the children in the other
kindergartens. For each theme the children could
also play digital puzzles and games specially
created for them.
So, at almost the end of the project, we can
proudly present the final products of the children’s
and teachers’ work: 4 books of experiments
designed and published with detailed instructions
and photos, 28 stories about the elements created
and illustrated by children and published together in
4 e-books, 90 interactive digital puzzles and games
created and played with pre-schoolers.
Working on these themes allowed participating
children to discover various scientific processes.
These child-centred, problem-solving based lessons
proved the essential of teaching and learning
Science for our children and teachers.
Other activities were carried out in parallel with the
learning themes: celebration of environment
elements like Earth Day, World Water Day, World
day of the Sun, Forest Day, World Environment
Day, World meteorology day, environmental
workshops but also developed specific activities for
Europe Day, ErasmusDays and Internet Safety Day.
Our project enabled additional value when it
increased key digital and technical competence of
staff and children, as well as insights related to the
key competences of cultural and intercultural
awareness.
In order to achieve the project’s pedagogical
objectives, we used many ICT tools and now the
teachers in partner kindergartens are more
confident and willing to embrace the new
technologies in their classrooms (the amount of ICT
used during project life cycle – 35 web 2.0 tools).
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