Visibility of eTwinning Projects Group July 2025 Newsletter
emotions, leading to a " tip " to a challenge mission that had to be connected to the world of mathematics, so that the friend would feel better, learning to manage emotions. The other activities suggested by each transnational group focused on the field of science, technology, engineering, art and mathematics. Each task focused on a specific emotion and included activities to help the children learn and better understand their emotions.
and knowledge interests. All the project activities were real challenges for the children, who had to carry out monthly scientific experiments, artistic activities, engineering, technology, mathematical activities. The strategies used were diverse, from brainstorming to problematization.
The project had various learning activities were organized, facilitating children ' s access to a virtual collaborative environment to reach their potential. Cooperation between children was constantly encouraged and supported to solve collaborative work tasks, to achieve the tasks set each month. The children carried out the activities provided for in the project in small groups, in transnational teams, this way of working allowing for motivating activities for everyone. The children involved in the project are of preschool age, the age of play and especially the age of affectivity and emotions, so that the theme addressed corresponded to their needs
The project facilitated the transformation of notions related to emotions into different concrete aspects: identification and management. By collaborating and communicating with others, the children learned to listen to others. The project activities made the children emotionally responsible, bringing them closer to experiencing emotions in everyday reality. Through this project, children were familiarized with emotions. Children developed their skills in relating to others – tasks were carried out in small groups, problem-solving skills. The impact of the project for children was at a cognitive level – through the knowledge acquired and at an attitudinal level – by changing the way children perceive emotions in different virtual or real situations. Children carried out attractive activities; by integrating collaborative methods, they
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