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MEETINGS

1.International Partner Meeting Report

Hungary-Paks

16 Oct 2018 -19 Oct 2018

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Participants Names:

Latvia: Ingrida Dzelzkaleja, Gina Giberte

Finland: Päivi Ahola, Saana Gröndahl, Senni Laamanen

Spain: Vicky Olivares, Maria Jutglà Guillem

Sweden: Eva Ifversson, Kristina Nielsen, Mia Lundquist

Hungary: Edit Mattern, Zoltánné Bosnyák, Zoltánné Illés, Tünde Wolf Petiné, Adrienn Molnár, Zoltánné Bíró, Zoltánné Tóth, Vivien Török, Réka Kovalcsik

Turkey was unable to attend the meeting due to the lack of signing of the Support Contract.

                   16 Oct 2018      PAKS

Arrival of partners, reception in Budapest, then travel to Paks. Occupation of accommodation.

17 Oct 2018   PAKS   

Presentation of the 3 member institutions of the Paks Benedek Elek Kindergarten. The partners learned about the activities of kindergartens, the characteristics of their pedagogical programs, the characteristics of mixed age groups, the group rooms, the special arrangements of the country yards. After lunch partners visited the Visiter centre of  Nuclear Power Plant of Paks.

Partners were transfered back to the Energy House where we held a Project meeting. Discussion and working session: presentation of countries and recent work, sharing experiences. each country presented its educational system ppt.Project meeting: each partner presented the educational system and specific features of his country and institution through Power Point presentations.

We have received a lot of useful information about the specific education system of kindergartens in partner countries.

 

18 Oct 2018    PÉCS  An all-day excursion

Pécs lies between the South Transdanubian region of rolling hills and lush forests of Hungary. It is from Paks 100 km. The mediterranen-style city was awarded  European Capital of Culture title in 2010, and  in fact, that city has preserved this status even today. Of the city’s countless attractions, Zsolnay Cultural Quarter, declared to be a Hungaricum (a unique Hungarian product or attraction) in 2014, undoubtendly stands out.

We visited the Zsolnay Quarter then free programme, lunch, sightseeing   in the walking street by own. Then we departured back to Paks.

19 Oct 2018      PAKS CSERESZNYÉS

There were professional demonstrations-natural education in a complex way: forest stations with game tasks, tales, songs, we're making a picture to use the nature treasures.
We created 6 teams for children, parents and guests where different tasks were solved at forest stations.
Lunch was  in the Forest school with traditional hungarian food made by our colleauges.
We closed the 1. International partner meeting in Paks and issued the certificates.

2.International Partner Meeting Report

Latvia-Babite

09 Apr 2019 -12 Apr 2019

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Participants in the International Partner Meeting:

Latvia: 3 teachers, Sweden: 3 teachers, Turkey: 5 teachers, Spain: 2 teachers, Finland: 3 teachers, Hungary: 4 teachers.

 

At the partner meeting organized by Babite Kindergarten, we got acquainted with the equipment of the kindergarten, its 4 groups, the characteristics of the groups of children.

Children were greeted with songs, and singer games were introduced. The songs were accompanied by different rhythm instruments. The musical performance showed the participating teachers how to use different rhythm instruments in preschool age.

The songs were also accompanied by natural materials at further demonstrations. We have seen a lot of useful ideas, novelties about the possibilities of combining different natural materials and songs, music.

Participating teachers were also involved in the testing of songs and games. We've got many new ideas on how to apply the stone, the feather, the plastic bottle, the pieces of wood, the cones, and the cloth to show the rhythm of the music. Live piano accompaniment was also used to test the connection between music and motion.

Participants were involved in the tasks of the kindergarten children in the yard. We got to know the players' tasks, which were made novel by a variety of tools. We also saw good ideas for motion training, to link rhythm and movement with plastic bottles, and to use gymnastic hoops, ropes, and other physical education tools.

Teachers have gained experience in high quality music education at Babite Kindergarten. They have learned about the ways in which musicians are educated in kindergartens, how to use natural materials as rhythm instruments. We have also seen new children's games, musical improvisation exercises. We could also find useful tasks for the development of children's outdoor activities. We have seen a wide range of opportunities to learn how to use physical education tools and combine music and motion.

 

3.International Partner Meeting Report

Spain-Picassent

22 May 2019 -25 May 2019

 

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During the professional program we got to know the Spanish institution and its partner institution. We got to know the pedagogical program of the kindergarten and the system of education. There was an opportunity for a personal meeting with the Spanish institution's management and colleagues. We had the opportunity to exchange our professional experience. We have learned about the Spanish methodology of natural education, special educational situations, and organized outdoor activities. During the project meeting, each partner reported on how to celebrate Europe Day in a video report. We evaluated the resultsof the project's past period. We have reviewed our acquired knowledge so far, we have received a summary of the professional results seen during the previous international meeting, which is already part of the final methodology collection as a project product. Hosts have created an opportunity with this local system. There was an opportunity for a personal meeting with the Spanish institution's management and colleagues. We had the opportunity to exchange our professional experience. We have learned about the Spanish methodology of natural education, special educational situations, and organized outdoor activities. During the project meeting, each partner reported on how to celebrate Europe Day in a video report. We evaluated the resultsof the project's past period. We have reviewed our acquired knowledge so far, we have received a summary of the professional results seen during the previous international meeting, which is already part of the final methodology collection as a project product. The hosts have provided an opportunity to get to know these local cultural and historical sights. We met the city of Valencia, a distant city, and we could take part in a boat trip.

We have gained experience in the outstanding art education of the Spanish institution. We have seen how versatile the child's creativity can be. We have also seen a lot of new solutions for the creative decoration of the kindergarten. New ways of using the project method have been offered. Participants have also been presented with tools to support creative education. We also got good ideas to improve kids' game activity without the need for ready-to-use gaming devices.

4.International Partner Meeting Report

Sweden-Landskrona

24 Sept 2019 -27 Sept 2019

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-Sabyholms Montessori daycare, kindergarten, elementary school, high school. As the name of the institution shows, Maria Montessori's method is used in education and education.

 

- The Montessori method:

- Maria Montessori (1870-1952): Maria Montessori was Italy's first doctor. She ran a special education institute and was interested in how she could apply his experience there to healthy children. In 1907, he opened the Children's House, where she achieved world-wide achievements in raising children, so that the method began to spread unstoppably and eventually became world famous.

- Basis of montessori method:

- Education for freedom, autonomy: Montessori "educators", directing the children's self-learning. They initiate, give advice to children, but their goal is to make the child not only a passive participant, but also actively engage and thus learn things through the work they do themselves.

The environment must ensure that the child can develop, perform tasks that correspond to his level of development every day.

- Appropriate device system, environment: The tools must be able to enable children to solve tasks on their own, to know the world through them, and to verify that their task is correct whether it was.

The environment is friendly and "tempting to learn".

Toys should be on the shelves at the height available to children, clearly wondering where to find it. The pictures are at the children's eye level. Carpet where they can sit, a place to move. Table and chairs corresponding to the height of the children.

- Sufficient amount of help: How much is it? Small. As little as possible. Just as much as the child needs.

If we take the thing he's dealing with, he can't learn how to deal with him on his own, we're hampering his development, and we're sending the message that he's not good enough to do the thing: we're going to destroy the Self-confidence.

 - Taking into account the level of development of children: Followers of the Montessori method make sure that children are given tasks in a way that challenges them, but they can still do it. We can only experience a success experience if we do something that was difficult for us on some level, or it wasn't entirely certain that we could do it. After completing a routine task, this is cancelled, or if we always get too difficult tasks, we have very little chance of experiencing a little success euphoria.

The experience of success is essential to improve self-confidence and perseverance. If we keep experiencing failure, after a while we can become frustrated and no longer in the mood to try.

- Free movement: Children can move freely during class, or if they are very tired, they can take a break. They're not forced into the benches. The importance of a lot of movement can never be stressed enough. Both fine and high-powered movements are essential conditions for proper development of the nervous system and brain.

"The teacher's job is only to lead, to guide: he only helps, serves, while the child's personality develops by his own strength, because the child acts himself."

 

Based on what we have seen:

- Fewer group numbers (15-17)

- Two educators deal with children at the same time

- Few but quality development games on the shelves

- Ensure free movement in clean air, all seasons, in all weather conditions

- Use of special clothing and tumble dryers

- Relaxation room for educators