Project topic: Sing and move! Children’s songs and activities that make children move for nursery schools in Prague and Aachen.Project goal:With the project the culture of songs and short stories for preschoolers which make children move of both cities Aachen and Prague should be reflected and brought together. Students become familiar with children’s songs/ “movement songs” and “movement stories” which their nursery schools prefer to work with and exchange them with their partner. In a next step students are asked to work on methods to bring their songs and “movement stories” forward to preschool children. All this material should be put together in a handbook for nursery schools.Project partners:Students from ACKKS/Aachen and the VOS, SOS/ Prague who visit classes focusing on child care and education doing placements/internships during their school education, aged from 16-18+. The projects will be supported by teachers who teach the subjects German, Czech, English, Social Education, Physical Education, Children’s literature, Arts and Music. Number of participants at short-term exchanges:12 students, 2 teachers of each schoolProject leading teachers:Ruth Fiand, Käthe-Kollwitz-Schule AachenOlga Sedlarova, Vyssi odborna skola pedagogicka a socialni, Stredni odborna skola pedagogicka a Gymnazium in PragProject description:First Project year:First students gather their experience with children’s songs/movement songs and movement stories and choose favourites of their city’s nursery schools. Then they build „intercultural teams or twins“ and inform their partners about their collection of songs/stories. Therefore songs and stories should be translated into English, vocabulary glossaries should be worked out, students should exchange song texts, melodies and stories so that the partner can read and listen to them. Next students work on methods and didactical material to bring their songs/ movement stories forward to preschool children. They work out teaching methods, creative activities which can help preschool children to understand their song. Again students exchange their didactical material. After this theoretical project phase, students should be given the chance to do some „practical work“ with their songs and didactical material in nursery school thus broadening their vocational skills. For this reason short-term exchanges are planned in Prague and Aachen which should give students a chance to visit their partner’s nursery school to present their songs/stories, work with their didactical material with the help of their twin partner. And finally evaluate their material, decide which materials they want to take into a handbook for nursery schools, work out this handbook. Or students create and offer a workshop for preschool children at school, if nursery schools prefer this. During this phase of exchange students should also take part at “module lessons” focusing and comparing the different schools systems/job trainings and nursey school concepts. They should also sit in on classes and present their project results to junior students.Second project year:Students work on a choir and/or dramatic performance of their songs/ stories for preschool children in which they sing/present their songs and stories/ “move”/“dance” their stories on stage. For this reasons children’s songs and stories which make children move or that tell a story which can be performed should be focused on during both project years. Students should choose an overriding topic for their performance so that the contributions of each student group can be combined to one performance. During short-term exchange, students take part at theatre/dance workshop and work on their own performance. They do rehearsals and finally nursery school children are invited to see the students’ performance. During this exchange students also take part at “module lessons” focusing on the difference in their job trainings and nursery school concepts (see first project year).Project results/products:•Collection of songs and movement stories with didactical material (handbook)•Project homepage•Project diaries•Song audios•Song and “movement story” performance/ dance and choir, film of performance•Project homepage

"""Come on! GIRL'S PROVIDED HAND "", in three different departments, Clothing Technology, Child Development and Food and Beverage, which have different possibilities and different possibilities. Upon review of our current situation, the project has been organized in line with the harmonization process with the EU. The aims of our project are set out as follows:""Clothing Production Technicians"", ""Child Development"" and ""To improve themselves in the field of gastronomy, culinary arts"", which will carry out the profession with high knowledge accumulation, harmonious behavior,After our students have graduated, they will be able to increase their employment in terms of employment through knowledge, skills and equipment,To increase their motivations and beliefs about their profession,To ensure that their sole purpose is to save their lives away from their parents,To give our students the chance to see and recognize their chosen professions in the European Standards,To demonstrate the importance of bilingualism in both their personal and professional development,To enable them to acquire cultural tolerance by recognizing individuals living in European countries,To be able to learn European Cognition by seeing European Civilizations in place,To benefit my curriculum with new learning methods,Our teachers will also provide Value Added through training.The contents of our training / internship activities have been determined by taking into consideration the issues, requirements and sector expectations that we have deemed necessary in terms of quality and quantity of education, Clothing Technology, Child Development and Food and Beverage Departments. In this context, together with the passing of the project we have done;Within the scope of the project, 30 student mobility and 6 student mobility have been realized.Department of Clothing Technology 10 Our vocational education student; Between March 26th and April 8th, 2017, he hosted Italy on ""Computerized Stylistics Education"".Child Development section 10 To our students who receive vocational education; Between 09 April and 22 April 2017, the Czech Republic hosted ""Portage Methodi - Early Education"".Food & Beverage section 10 Our vocational education student; Between January 15 and January 21, 2017 Poland hosted ""Polish Local Cuisine and Techniques Training"".Together with Computer Style Styling Training, the rising consumer standard of living, the need for clothing, and so on. In the field of clothing, various alternatives are presented at the top level in the good and the beautiful choices of the people (Şahin, 2009). While the emerging trend of fashion is used by people to choose popular clothes everyday, our apparel production technicians have also passed on their profession with the help of the programs necessary to offer better quality products to people thanks to this easy and accessible technology. Our vocational training staff trained in Italy to train and innovate this subject which is important for the professional life of our students but not in our curriculum.The Portage Method that the students of the Department of Child Development have taken - together with Early Education; early childhood education, children between 0-6 years of age at risk of developmental retardation, and their families. This is to support the development of children aged 0-6 who have developmental or developmental risk, to reduce their discomfort with their peers and to ensure that their development processes are best implemented (Sazak Pınar, 2006). These trainees will be able to bridge the gap between their parents and their children in the institutions and organizations that will be conducting the training, while helping the children in the 0-6 age group to better manage their lives. Our vocational training staff have trained in the Czech Republic to train and innovate in this subject which is important for the professional life of our students but not in our curriculum.Along with the Polish Regional Food and Technique Training which the students of Food & Beverage department have taken; nutrition has begun to turn into a pleasure from a need, with the development of technology, the increase of new products by machines and methods, the rise of people's income level. Developing nutritional habits thus lead to changes in traditional cuisines and are influential in the emergence of gastronomic trends. Along with the growing interest in cooking, there is a growing interest in the chemical and physical components of the food we eat. In order to maintain its global competitiveness in the face of this situation, operators are constantly seeking new ways to cook these products and offer cooked products in food and beverages (Cömert, 2016). Our students who have attended this training have started to practice their professions on the field where they will work by recognizing different nutrition habits and cultures on the field. Besides, pre"

"The project titled ""The dissemination and promotion of understanding the Czech and Slovak language for secondary school students and preschool children in kindergartens,"" continued the cultural and linguistic proximity of the two neighbouring countries - the Czech Republic and the Slovak Republic. In the 20th century there was a Czechoslovak state, in which its inhabitants daily came into the contact with Czech and Slovak languages and practically everyone understood both languages in written and spoken form. The situation has changed by disintegration of the common state. Now the younger generation has got more difficult conditions to understand the language of the other country than the older generation did. The project aimed at bringing languages and cultural values of both countries closer together, especially for the younger generation. The aim of the project was to spread understanding and support of the Czech and Slovak language for the secondary school students and for preschool children in kindergartens in both countries and to make the students and children familiar with the culture of Czech and Slovak republic. There were two organizations from two European countries - the Czech Republic and the Slovak Republic involved in the project. These organizations were schools, which provided similar field of education and their students were trained for teaching in kindergartens. The students from both schools were personally involved in the promotion and dissemination of the Czech and Slovak language in kindergartens. They joined activities with pre-school children in kindergartens and implemented a variety of drama, art, music, physical and other activities leading to the goals of the project. The output of the project was the creation of a bilingual methodological manual to disseminate and promote understanding of both languages in kindergartens. The students took part in creating the manual with the support of their teachers. The methodological manual is now available in printed and electronic form and it is stored in school libraries and on the websites of both organizations, to be freely available to as many people as possible. There were other outputs like theatre performances by students in kindergartens, exhibitions mapping the project and the students´ and children's work results. Monitoring and evaluation of the project activities and outputs were provided during the whole project. There was used a variety of methods, both qualitative and quantitative (for example interview, observation, questionnaire, content analysis). Project coordinators (with appropriate experience of project management, monitoring and evaluation of educational process) were responsible for coordination of all monitoring and evaluating activities. Project coordinators got the feedback from several groups of respondents: teachers from both schools, teachers from kindergartens, pupils from both schools and children from kindergartens. Various methods were used to get the responses with regard to the effectiveness (with respect to the age of the respondents: preschool children, adolescents, adults). Both organizations used observation's records, records from interviews, questionnaire surveys, content analysis of pupils´ and children's activities. The project impact on the participants involved was to understand the Czech and Slovak language and perception of cultural and linguistic diversity. Students of both organizations deepened their proficiency related to the work activities. They made familiar with the system of institutional pre-school education in another European country."

Our project, The Journey to the Philosophy of Freedom, has been created in order to educate generations on the basis of this approach in the learning of Montessori pedagogy which brings a different dimension to child development and in early childhood. Due to the increase in the institutions operating in our country based on the Montessori approach in recent years, the need for qualified personnel to work in this field is also increasing. Considering the fact that the education given in early childhood significantly affects the quality of life of the individual in the later period, the adoption of instructional techniques which provide positive transformations in many areas such as the Montessori approach from the daily practices of the individual to mental satisfaction and the training of specialized personnel in this field are of great importance for the next generations. From this point of view, both the student and staff mobility were carried out to establish the Montessori approach and to continue teaching in our institution. Within the scope of the project, a partnership was established with three different host organizations in two European countries. Student mobility was carried out in Romania and Czech Republic; A total of 20 students, 10 of which were in each mobility period, participated in internship activities in host institutions for two weeks. During the mobility, 2 attendants were accompanied by our attendants. Students identified as participants in our institution, be based on basic education and training activities in Turkey they have done when they receive their preparatory activities have been created from successful and harmonious students.Participating students participated in practical internships at Scoala Primara Just 4 Kids and Materska skola Sbihava, our host institutions providing pre-school education services.Materska skola Sbihava: Weekdays between 08.30-17.00Scoala Primara Just 4 Kids: Between 09.00-17.00 on weekdays.At the end of the internshiP, our students have achieved the following outcomes: Organizing daily life skills, sensory events and language development activities, organizing matmatic education, organizing cosmic educational activities (based on the Montessori approach).Our staff in the Czech Republic, Vyssi odborna skola pedagogicka a socialni, in the Czech Republic, and 5 employees who participated in the project activities and implemented the activity program covering the working hours during the week. In addition, visits to institutions were organized. Staff within the scope of the work program: Development planes within the scope of Montessori pedagogy, child mind between 0-6 years, creating awareness of responsibility and order in the child, development and importance of movement in 0-6 age group, use of language in child, awareness of independence in the individual, prepared environment, To understand the concept of freedom from the perspective of Montessori and the development of discipline as internal development. has gained knowledge and experience about the effect of social development, observation and observation, music and art in Montessori approach.As a result of the project activities:- Increased professional knowledge and skills of our participating students- Our participants' lost professional enthusiasm has been revived and their self-confidence has been strengthened.- Foreign language practices and cultural capacities of the participants have been increased- Our teachers have gained expertise in European level in the field of Montessori approach, have gained new perspectives- Our institution has acquired international project experience for the first time- Our school provides visibility in Europe through the project- Administrative capabilities of our institution have been improved and institutional capacity has been increasedImpacts were also observed on the target groups determined during the creation of our project. Participants 'parents' belief in their children has been strengthened. The educational and professional motivations of our students are increased. In addition, thanks to the experience transfer, the theoretical knowledge of our students about the Montessori approach has been increased. After the completion of the mobility, representatives of environmental education institutions were invited to the dissemination meeting held in our institution. Thanks to the experience transfer at the meeting where the institutions carrying out the Erasmus + project in Yıldırım district participated, incentive efforts were made to ensure the sustainability of the projects in order to carry the vocational education in our district to international levels. In addition, the pre-school education institutions in Bursa contacted Montessori pedagogy in Europe-based applications and the advantages of pre-school education. Thus, steps were taken to ensure a European-based transformation in pre-primary education, especially in our district.

There are two organizations from two European countries (the Czech Republic and the Slovak Republic) involved in the project “Let´s know each other through a rhyme“. Both organizations are vocational schools and provide similar field of education: their students are trained for teaching in kindergartens. There are two target groups in the project: students of secondary vocational schools (40) and pre-school children in kindergartens (150). The main aim of the project is to develop verbal and musical abilities and skills of pre-school children through Czech and Slovak nursery rhymes and to train secondary school students for their future work in kindergartens. Other aim of the project is to enhance mutual knowledge about cultural wealth of both countries. The project supports understanding of the Czech and Slovak language among both target groups and draws attention to Czech and Slovak culture. Secondary school students will prepare verbal and musical activities for pre-school children based on the Czech and Slovak nursery rhymes and they will improve their professional skills. One of the results of the project will be also a creation of bilingual methodological manual, which will include the set of verbal and musical activities with handouts for teachers and trainees in kindergartens.