Our project, which we have prepared to meet the application needs of our students and to reach the necessary professional knowledge and skills in their fields, has also established a partnership with 3 different kindergartens in 3 different countries. Among our 11th and 12th grade students studying in the field of Child Development and Education, 18 female students took part as participants. 6 students and 1 accompanying teacher were included in the internship activities we carried out for the use of drama methods in the education of children in preschool period.Our participating students; Under the leadership of our School Principal, we have determined with the commission established by our Teacher of Child Development and Education, assistant school principal, and guide teacher. Although all of our students are children of low-income families; She was chosen among our girls with high average of lessons, good English average, no disciplinary punishment, no travel disability, and a moral value to represent our school and Turkish culture abroad.As a kindergarten; Our project partners providing pre-school education services;Romania: Asociatia Scoala Privata; 6 students and 1 companion between 10.02.2019 - 23.02.2019,Czech Republic: Materska Skola Sbihava; 6 students and 1 companion between 20.01.2019 - 03.02.2019,Italy: Assoform Rimini Scarl; 6 students and 1 companion Our mobility activities were completed between 15.12.2019 - 28.12.2019.Our international internship activity lasted two weeks. Our students were held regularly on weekdays between 09:30 and 17:00 and between 10:00 and 18:00. Our internship was carried out between 5 and 6 hours depending on the subject of application. Within the scope of the program, which includes 18 students;FIRST WEEK:--- Applied Education: Creativity and Creative Thought,--- Applied Education: Learning Concepts About Drama,--- Applied Education: Drama Applications in Education,--- Free Drama Applications,SECOND WEEK:Creating a drama work plan--- Creating a game group--- Heating Studies--- Playing (Main study)--- Role Playing, Improvisation--- Pantomime, Dramatization applications have been made.In our 3 kindergarten partners; the same internship activity plan was implemented.Following the completion of internship activities, our participating students; Professional skills and competencies in using drama method effectively have increased. This increased competence paved the way for them to achieve professional specialization. Our participants; As a Drama Leader; They gained proficiency in game planning, organizing events, making the environment suitable for drama activity, determining the tools to be used, and evaluating after the event. Practice with children exactly; enabled them to control the game and plan new events.In addition to these professional qualifications, our participating students; They went abroad for the first time. So much so that many of our students stayed in a different place outside of Urfa without their families and away from financial concerns. By going beyond their cultural borders, they recognized the European culture and gained European citizenship awareness. They learned how to communicate with different cultural people, how to live in accordance with their rules. Especially by choosing our participants among our female students; Our project has been the motivation for our girls to work successfully, gaining self-confidence, looking forward to the future with more hope and taking part in business life. Our participants learned on-site practices and working discipline in the field of Child Development and Education in Europe.All 3 groups; Our student was also included in preparatory courses before the mobility abroad. Along with the vocational-linguistic and cultural preparatory studies, it has been provided to obtain more efficiency from the project by providing the necessary basic equipment. The language course was organized by our English teacher for a total of 40 hours. Although our participants were selected among our students with good English lessons, they were included in the course to increase their professional and daily speaking skills. After the course, pocket dictionaries were distributed to our students and they were provided with communication by getting support from these dictionaries when they had difficulty. Continuous practice of English in Europe has increased their linguistic skills. In order for our students not to experience culture shocks and adapt quickly, our guide teacher introduced the kindergartens of the Czech Republic - Italy and Romania cultures.RESULTS WE OBTAINED AT THE END OF THE PROJECT:1- Professional skills of our participating students have increased,2- Our participants also gained proficiency in preparing drama activities, practicing games and drama, and post-evaluation.(Since the entire project summary definition has exceeded the 5000 character limit, it is presented in the annex)

Our project includes overseas internship activities in the field of education of children with special learning difficulties in early childhood. The first activity was held on 20.01.2019-02.02.2019 with the participation of 4 students and 1 accompanying teacher in Materska skola Sbihava institution in the Czech Republic; The second mobility was held between 16.06.2019-29.06.2019 at the Förskolan Regnbågen-Helianthus institution in Sweden with the participation of 8 students and 2 accompanying teachers. Our internship activities were carried out in kindergartens, which are our host institutions, at least 6 hours a day, between 09:00 and 17:00 on weekdays in both mobilities. Our internship program is the same in both streams and has been prepared by our institution and the approval of our host institutions has been obtained. The achievements of our participants during their internship activities are as follows:- Special Learning Disability causes- Learning the stages and symptoms of learning disabilities depending on the biological development of the individual- Diagnosis in Special Learning Difficulty- Family-expert-teacher communication and cooperation- Education methods and techniques used in children with special learning difficulties- Methods used to stop the progression of learning disabilities- Creating a safe environment in the classroom for children with Special Learning Disabilities- Activities to be done to increase basic skills and development- Activities and educational games to be made for children with special learning difficulties- Appropriate tools for the development of children with special learning difficulties and their use- Event planning suitable for learning disabilitiesWeekend: During the weekend internship activities were interrupted and cultural trips and activities were carried out in the cities where the participants were located.Our participant profile is the children of families who do not regard girls' education and employment positively and who are socio-economically inadequate. It is known that our students are not able to receive educational support psychologically and psychologically because of the intense family structure in our region. It is clear that our students, who grew up in a culturally sterile area and could not go to another city for educational purposes, need different areas for their personal and professional development. For this reason, an opportunity that can provide multi-faceted contributions to our students was needed and our institution prepared and realized the project on these shortcomings.As a result of their mobility, our students gained comprehensive theoretical knowledge about teaching techniques and activities that are being applied to children who have learning difficulties by performing internship activities in practice kindergartens at European standards, increased their speaking and writing competencies by communicating in a foreign language during their activities, and as a result of their being abroad, universal perspective they won and developed a vision by meeting a different culture. Our participants, who accelerated their professional and personal development thanks to the qualifications they obtained, increased their employability thanks to the certificate they received at the end of the internship. These individual and professional achievements have had a positive impact on our students' career opportunities. Our institution has increased its educational capacity by making curriculum development studies thanks to the observations made by our accompanying teachers and the reports they have held, and has gained international visibility thanks to the foreign partnerships it has established.Thanks to the project we have successfully completed, our institution; Increased the organization and management techniques, improved the project implementation experience, strengthened the infrastructure for the projects planned to be carried out in the future, and also increased the staff-based competencies of our field teachers by improving the teaching techniques of our field teachers with the knowledge gained in meetings with the trainers of the host institution. In addition, our institution has implemented a student-focused project implementation methodology in all processes and realized a project in which the participants play an active role. Our school, which is an example for producing projects for neighboring schools with its dissemination efforts, has also influenced other institutions and thus led to their development. Our institution, which has reached its goals, has increased the institutional capacity of our school thanks to the project we have realized.

Our Erasmus + internship mobility project, which has been completed under the name 'Animal Raising, Child Raising Serhat Pike in Europe', consists of two streams. Our first flow was completed between 03.02.2019-16.02.2019 at Czech Materska skola Sbihava institution and the second flow was completed between 05.05.2019-18.05.2019 in Italy Assoform Rimini Scarl. In both institutions, internship activities were carried out between 09:30 and 17:00, 6 hours a day. In our project implemented for two areas that our school needs and aims to develop; Employment of our graduates, education policy of our institution and meeting the demands of the sector are targeted.Our participant profile consists of participants who are between the ages of 16-18, with limited development, depending on the disadvantaged position of the region socially and professionally.8 students and 1 accompanying instructor from our school's Child Development and Education field attended our Czech flow. Our team, which carried out internship at Materska skola Sbihava, carried out internship activities as planned under the leadership of Helena Petrickova and expert trainers. In this context, our participants in the field of Self Care Practices in Early Childhood 36-72 Months;- Applications for personal care, cleaning and hygiene- Cleaning and Dressing in 36-72 Months Child- Toilet Training for 36-72 Months Child- Sleep and Rest in 36-72 Months Child, Obeying Social Rules- Free Time Activities in the Classroom- Free Time Activities, Creating Related Corners in the Classroom- Game applications in Interests- Art Events, Music Events- Communication Techniques have gained the ability to practice by developing their professional competencies in Supporting Communication of Children with each other.On the other hand, 5 students and 1 accompanying trainer from the Animal Breeding and Health field of our school participated in the flow of Italy. Our internship students at the Assoform Rimini Scarl institution, under the leadership of Enrico Terapi for Disinfection and Sterilization, Clinical Services and Basic Operation and Cattle Diseases:- Disinfectant Preparation and Pre-Disinfection Cleaning- Disinfection by Pulverization and Fumigation- Hot Air Sterilization and Autoclave SterilizationSterilization and Buckling by Boiling- Sterilization by Chemical Methods- Dressing and Bandaging- Taking Precautions Against Parasites and Treatment of Parasites- Controlling Breast Disease, Taking Precautions Against Foot Diseases and Applying Treatment- Taking Precautions Against Epidemic Diseases, Zoonosis and Infectious DiseasesDuring the mobilities, weekends were considered as cultural excursions and leisure activities.Thanks to our project, our participant team; mastered the most up-to-date techniques and practices in their field of study, increased their ability to use a foreign language, recognized different cultures, and developed teamwork skills. Our students; strengthened their beliefs in their profession by increasing their professional experience. Meeting with people from different cultures within the framework of social cohesion strengthened their sense of tolerance and self-confidence. Our team, whose vision of the world changed positively, became individuals who hoped for the future by providing their vocational visions.Upon the acceptance of our project, a management and organization program was prepared and the project team and school administration fulfilled all responsibilities. The general management of mobility and internship program is planned together with our overseas partners. Continuous communication has been ensured regarding the signing of contracts, management of logistics and practical activities, and the process has been completed without any problems. The fact that our foreign partners, who previously hosted Erasmus projects, have experience in management issues has successfully completed our project. The current and technical methods in Europe set an example for our institution thanks to the project and our initiatives to develop our education policy have started. The sector-training relationship of the host institutions was observed and a decision was taken to prepare our training program for the demands and requirements of the sector.Based on the reports of the accompanying teachers and participant monitoring forms, evaluation studies were conducted and the success of our project was measured. However, regular meetings are underway to improve our course plan. We expect to increase the quality of education with these studies. As the most important result of the internship activity, our students gained self-confidence and gained an advantage in the employment phase. Thanks to Erasmus + organizations, our institution not only took an important step towards the future of our students, but also increased its institutional capacity and brought a new perspective to the understanding of education.

Painting and Music Therapy in Children with Adaptation Difficulties is an Erasmus + internship mobility project. Our students were trained in Gradinita Blue Bell SRL in Romania with the participation of 9 students and 2 companion teachers between 17.03.2018. Our program has been prepared by our institution and has been formalized with the approval of our host institutions. Fied to determine the profile and classification of living children, methods and tests used at this stage, then what is the proper activities of these children have learned and how they apply. Firstly, students who have theoretical knowledge about painting therapy applied to children who have difficulty in adapting, interpreting the shapes and colors of children; Then, they learned the aims of music therapy which is another approach and the tools used in this therapy, carried out individual and group studies and performed intensive treatment in both therapy methods.Our participants are the children of families who are not positive for girls' education and employment and who are socio-economically inadequate. Since the family structure is very intense in our region, it is known that our students do not get family support in terms of educational and psychological reasons, therefore they experience self-confidence and communication problems. It is clear that our students, who grew up in a culturally sterile region and do not have the opportunity to go to another city for education, need different areas for their personal and professional development. For this reason, there is a need for an opportunity to contribute to our students and our organization has prepared and realized the project on these deficiencies. Student-oriented objectives in our project; to create opportunities for individual and cultural development of our participants, to increase their professional and linguistic competencies and to provide them with the necessary qualifications for qualified personnel, to create the theoretical and practical infrastructure they need to gain expertise in their fields and to facilitate their employment and economic freedoms. The institutional objectives of our project are to take the educational and managerial skills and the competencies of our personnel to an advanced level, to expand our corporate visibility by establishing international partnerships and thus to increase the preferability of our school by improving our institutional capacity. With the end of our mobility, our institution has successfully accomplished all its objectives based on student and institution.Thanks to mobility, our students have gained in-depth theoretical knowledge about painting and music therapies that are applied to children who have adaptation problems by conducting internship activities at European kindergartens, and increased their speaking and writing competencies through foreign languages ​​during their activities, and universal perspective as a result of their have gained a different culture and have developed their vision. Thanks to the qualifications they acquired, our participants, who accelerated their professional and personal development, increased their employability through the certificates they received at the end of the internship. These individual and professional achievements have had a positive impact on our students' career opportunities. Our institution has increased the educational capacity by making curriculum development studies thanks to the observations and reports of our companion teachers and has gained international visibility thanks to the international partnerships it has established. Thanks to the project we completed; By developing the management and management techniques, and by gaining executive experience, they have provided infrastructure for the projects planned in the future and at the same time they have increased their staff-based competencies by developing the teaching techniques of our teachers who have accumulated knowledge at the meetings held with the host institution's educators. In addition, our organization has implemented a project with a student-oriented project execution methodology in which participants participate actively. Our school, which is a model for projecting to environmental schools with dissemination activities, has also helped the development of these institutions by positively affecting other institutions. Our institution, which has reached its aims, has increased its institutional capacity thanks to the project we realized.

As Atakent Multi-Program Anatolian High School, although we show all the necessary care to our students' vocational education, our students cannot transfer the acquired technical knowledge to the theory due to the shortage in the application phase and they become blinded. When we look at private kindergarten and nursery establishments in our region, we see that it is a family business. Students who do internships in these enterprises cannot improve themselves, as many of them do not even have the opportunity to do an internship. The shortage of available facilities cools some of our students from the area of ​​child development and causes them to be reluctantly educated. In order to get rid of this factor that affects our students negatively, we have prepared our project to improve the quality of our school, to make progress in internationalization issues, and to enable our students to achieve professional-linguistic and cultural development, and we have had the chance to achieve our many goals with the approval of our students.Within the scope of the project, we agreed with 2 different host organizations and carried out 2 streams for each host institution.Flow order and dates are;1. Our flow will be given to the Czech Republic Materska skola Sbihava at 07.01.2018 / 20.01.2018 with 5 students 1 teacher.2. Our flow is also valid in the Czech Republic to Materska skola Sbihava institution on 04.02.2018 / 17.02.2018 with 5 students 1 teacher.3. Our flow will be given to the Romanian Scoala Privata Aletheea on 22.04.2018 / 05.05.2018 with 5 students and 1 teacher.4. Our flow was carried out to Romania Scoala Privata Aletheea on 14.07.2018 / 27.07.2018 with 5 students and 1 teacher.All of our students were selected from 11th and 12th grade students in the field of Child Development in connection with our project. Our students have received practical training on çocuk ‘early childhood alı. In addition, other child development issues were also applied.INTERNSHIP ACTIVITIES APPLIED BY THE STUDENTS IN DETAILED SHEET;Each stream was also connected to the same program. In the first week of the 2-week internship, our students; Early childhood, preschool education, playground activities, Montessori Education and Practices. In early childhood, we focused on important issues such as mental and physical development of children, detection of cognitive and non-conscious skills, and communication skills. Before the mobility, we were wondering whether our students would be able to practice seriously with the children there. Families with children were thinking about whether or not a zoom group from Turkey, but we thought this was destroyed during the implementation phase 2 in each host institution. Our students were able to communicate with children in groups. They reinforced the knowledge they acquired by practicing. Our host institutions were in the nature of a vocational school, so we went to the kindergartens that were contracted during the implementation phase.In the second week of the internship process, trainings were taken in the field of early childhood which is the main subject of our project. In early childhood auditory perception and memory skills, social and emotional development, children's tolerance and empathy skills were transferred to our students. In the course of developmental training in the field of psychomotor development in the early childhood, the Czech Republic hosted the children's sports activities in order to teach children how to use their small and large muscles that are the basis of physical development under the guidance of our students. In Romania, the most important stages of development in early childhood were transferred to the students who were believed to be independent, and accordingly, the students participating in the flow had the opportunity to practice more freely. When the feedback of the student and companion teachers involved in the mobility process was examined, it was learned that the internship activities of our host institutions in both countries were very efficient.On the weekends, trips were organized to increase the cultural level of our students and to achieve improvement. The historical buildings in the center of Prague, Prague and Romania were visited. Free-time trips to the center, shops, shopping centers were gone. Our students were well acquainted with both Romanian and Czech culture, and tolerance towards European culture developed. Existing prejudices have been eliminated. ABSTRACT We send a PDF file as part of the annexes in the annexes.