Polyglot's main aim was to develop a methodology and tools helping educators and parents to use web based Open Educational Resources (OER) for bilingual education in preschool. Polyglot has provided parents and teacher with tools for helping children with the learning of a second language. After the workshops, especially parents are more confident and they know that children can learn a second language even if the parents do not speak that language. The parents know that with the Open Educational resources they can support their children by learning a second language at home too. The approach of combining in-classroom piloting with educators and parents with online learning through e-courses related to parents and educators was innovative.The study and mastering of several foreign languages is a very good stimulus for the mind. New studies show that the mind of the people, who speak more than one language is more agile, and is able to cope with uncertainties faster, better, also with solving conflicts and even is able to counter Alzheimer’s disease.More than 50% of Europeans are either bilingual or live in a multicultural and multilingual environment. Many schools involved in the project have different experiences with multi-lingualism. Many children come from mixed marriages and in the families there are two and more languages are spoken. This project has helped a large number of teachers and teacher trainers to adapt an innovative approach to language education for children of the project’s target group.The project is submitted by a consortium of organizations managing kindergartens in AT, BG, ES or cooperating with them (IT, TR), and by research organization specialized in using ICT methodologies for learning (CY). The development and testing of the project’s products has been made simultaneously in 6 countries, participating in the project – Bulgaria (private kindergarten “Leonardo da Vinci”), Austria (private kindergarten “Kindervilla”), Spain (private kindergarten “Baby Erasmus”) and also by partners from Italy, Turkey and Cyprus, which participate with NGOs, but work with two public kindergarten by their choice. POLYGLOT helped children in these kindergartens to develop linguistic competences through the support of educators and parents and the use of OERs.Language acquisition and language enhancement gets more and more important for an intercultural dialogue in our societies in Europe and for increasing job chances of individuals. As children are especially receptive to learning languages at an early age, linguistic competences and a multilingual education should be implemented in an early stage in Europe’s kindergartens.The project’s target groups and relevant stakeholders involved pre-primary education teachers, parents, and children, as well as any other agency or individual who is involved in early language aquisition or the inclusion of migrant or multilingual children in european societies. The overall impact of the project on the target group members and other stakeholders was very positive, and the feedback received through the implementation phase, the dissemination activities, the multiplier events, and the exploitation seminars was very encouraging, as people showed interest in using the material in the future at school or at home, and also in informing others about the project and its outputs. All project products and e-courses will be accessible for the next 3 years through the project website: www.polyglot.expert

"The diversity of human cultures enriches everyone and helps us appreciate the full range of differences and choices. This is a” school for tolerance"", understanding, requiring effort, reciprocity, and penetration of cultures at different points from the global world. Through the project ""We are the bridge, not the border"" we want to expand the horizon of students, to show the huge variety of cultural practices and historical events because we believe that the more one knows, the more tolerant he/she could be. Our goal is to introduce students to the ""other"" - the other by ethnicity, religion, culturally different one. The project will provide ample opportunity to integrate national and international approaches to teaching tolerance, by sharing ideas, methods, and good practices. The purpose of our project is to promote diversity, intercultural and inter-religious dialogue and to foster tolerance through:• Expanding the thinking of students as citizens of United Europe.• Increasing the interest of students in the cultural heritage, religion, and history of their countries as well as of the partner countries of the project.• Education in humanism, ethics, and tolerance for the various, whose essence is determined by the knowledge of their spiritual values.• Developing the skills to adapt to a changing, complex and interconnected world - a world of difference, but also of tolerance and equality indifference.• Formation of attitudes and skills for building a European society of free, moral and initiative individuals with a broad common culture, affirming the laws, rights of others, their language, religion, and culture, knowing and respecting national and universal values.• Developing students' creative personality.• Building personalities who can justify and defend their own position on life, moral and philosophical issues.• Build thinking, critical, creative, initiative and tolerant personalities capable of accepting and supporting others.•Making useful partnerships for intercultural cooperation and transfer of experience and good practices.• Improving practical teaching skills, techniques, and methodologies.The project was developed by the I St. ""St. Kliment Ohridski"" Primary School in Pazardzhik in cooperation and partnership with the Association of TREBOL-Spain, KONYA NECMETTİN ERBAKAN ÜNİVERSİTESİ, Turkey, NNEK UNESCO, ΠΛΑΤΩΝ Μ.Ε.Π.Ε.-Greece, Baby Erasmus- Spain, Scoala Gymnasium ""DD Patrascanu"" - Romania. The project covers children and students from the earliest age / in kindergarten to young people at the university, because tolerance is brought up at an early age and develops throughout the life course of a person. We put the emphasis on school education and student maturation.The project must be implemented transnationally due to the commonly identified needs of strategic partners aimed at:Cultural heritage - In cooperation with UNESCO, we strive to promote knowledge of the tangible and intangible cultural heritage by fostering the development of cultural awareness and expression competencies, through which we cultivate tolerance.European Citizenship - Gaining knowledge of the cultural, historical and religious diversity of each participating country and of many common elements, project participants understand what brings us together and empowers the community. Collaboration- Knowledge of the different European educational programs, approaches and methods is the key to improving educational practice in each of the participating countries.Multilingualism - Encouraging foreign language competence enhances participants' ability to do well in a European context.Thus, in the field of intercultural exchange beyond the barriers of language and religion, participants will share European values of contemporary society and build bridges of cooperation.European Citizenship - Gaining knowledge of the cultural, historical and religious diversity of each participating country and of many common elements, project participants understand what brings us together and empowers the community.Collaboration - Knowledge of the different European educational programs, approaches and methods is the key to improving educational practice in each of the participating countries.Multilingualism - Encouraging foreign language competence enhances participants' ability to do well in a European context.Thus, in an environment of intercultural exchange beyond the barriers of language and religion, participants will share European values of contemporary society and build bridges of cooperation.Through this project, we intend to work on a variety of cross-cutting topics, using a toolkit of knowledge gained from previous training. At the same time, we will gain new international experience oriented towards the application of formal and informal methods of education intolerance thorough knowledge of the culture, history, and religion of different European countries."

"<< Background >>""Education begins with language""Following the new European Commission report “Education begins with language” (June 2020) which seeks to support the implementation of the Recommendation of the Council of the European Union (EU) on a comprehensive approach to the teaching and learning of languages, the main focus of BABO project will be the teaching of a second language in preschool age in an innovative way offering ECEC (Early Childhood Education and Care) educators and families new educational methodologies and digital resources.The consortium decided to apply for this project for three reasons:1.LACK OF QUALITY DIGITAL EDUCATIONAL RESOURCES IN (ECEC)The global COVID-19 pandemic has affected many aspects of today’s society, bringing to the fore the weaknesses of what were thought to be the strong points of institutions, such as education. The COVID-19 pandemic has affected educational systems in Europe, leading to the near-total closures of schools, universities and colleges. Kindergartens where not an exception, specially because at this age (0-3 and 3-6 years) is not posible to keep the security distance or wear a mask.Kindergartens were not ready for online education and when they were trying to look for online resources adapted to the age of their children they did not find enough quality educational resources with pedagogical objectives (not only songs or cartoons for entertaiment). Our five preschool partners from Austria, Ireland, Belgium and Spain and their networks suffered this situation during the lockdown and they had to develop their own amateur resources and videos adapted to online education.2.LACK OF INNOVATION IN ECECWhile primary, secondary and higher education have moved forward in digital education and educational innovation, preschool education have been offering the same education for decades and, indded, many ECEC educators refuse digital education or new methodologies in their classrooms. Our consortium want to improve and better adapt the education of our preschool children combining online educational materials and new place-based classroom methods while teaching an additional language.Th ECEC system have been traditionally considered “care” instead of “education” in many european countries. May be that is the reason why this project and the innovation in ECEC is more important.3.NEED OF A HIGH QUALITY AND ADAPTED MULTILINGUAL EDUCAITON IN THE EUROPEAN ECEC SYSTEMAlthought all European citizens should learn at least two languages in addition to their mother tongues in the most european countries this is not possible. Even when the European Commission and the governments of the countries are doing great efforts in training their teachers and in investing on bilingual edcation the results are not as expected.Our consortium knows that preschool age is the best age for learning a second language and our four multilingual preschools can prove it. So we think this project is crucial for motivating other kindergartens in Europe to offer multilingual education in preschool age.<< Objectives >>The consortium of BABO project have highlighted three main objectives wich are connected with the educational objectives of the European Institutions.PROMOTE HIGH QUALITY EARLY CHILDHOOD EDUCATION AND CARE SYSTEM THROUGH INNOVATIONBased on a Commission proposal, the Council adopted in May 2019 a Recommendation on high quality early childhood education and care systems which aims to support Member States in their efforts to improve access to and quality of their early childhood education and care systems.As mentioned before, Innovation in ECEC systems is very low because the governments and the society have considered this educational stage traditionally as “care”. In the other hand, the low qualification of the ECEC educators in researching methods and the low or non-existent budget for innovanion did not allow the innovation in this educational stage. Things seems to be changing in ECEC and we want to develop new educational methodologies connected with the Multiple Intelligences theory and the learning of languages for improving the ECEC systems in Europe. We think our project can motivate other kindergartens to investigate and enhance the quality of ECEC in many different ways.PROMOTE DIGITAL EDUCATION IN ECEC (BLENDED LEARNING)This objective connect with the Digital Education Action Plan (2021-2027). This plan outlines the European Commission’s vision for high-quality, inclusive and accessible digital education in Europe. It is a call to action for stronger cooperation at European level to:•learn from the COVID-19 crisis, during which technology is being used at an unprecedented scale in education and training•make education and training systems fit for the digital ageOur consortium want to develop online resources for ECEC educators and families in order to facilitate the preschool children the learning of a second language in a way they like while having fun. For this purpose we will work together Multilingual kindergartens, educational experts, universities and technological companies in order to develop educational games, educational cartoons and an educational app (game) for learning languages.PROMOTE THE LEARNING OF LANGUAGES IN PRESCHOOL AGEThis objective is connected with he European Council’s 2019 Recommendation on a comprehensive approach to the teaching and learning of languages that sets the ambitious goal of ensuring that, by the time young people leave upper secondary education, they can speak at least three languages. In addition to this, by introducing the concepts of ‘literacy’ and ‘language awareness’, the Recommendation aims to change the mindset of policymakers and teachers, inspiring them to adopt comprehensive language education policies, as well as ""innovative and inclusive language teaching methods"". Language competences are at the heart of the ambitious vision to create a European Education Area.BABO project wants to introduce in the european kindergartens and innovative methodology for teaching languages adapted to the age and capacities of the children and involving ECEC educators and families.<< Implementation >>The main activities carried out during the project will be:MANAGEMENT AND COORDINATIONThe management will guarantee the achievement of all project objectives and will keep the partners active and cotinuosly thinking in the project. Transnational meetings, online meetings, Working groups meetings (WG), Learning, Training and Teaching Activity (LTTA), piloting of the first version of the Project Results (PR)… All this activities will ensure the collaboration of the partners and will keep them active and updated about the situation of the project and the following steps. Like that all partners will know during the whole project where we are, where we go and how to get there.The coordinator of the project (UEX) will agree with the partners in the first transnational meeting in Spain a “Work Plan” with the main activities and a detialed calendar in order to offer a better planification to the partners and ensure all the activities will be done on time.RESEARCHING / PROJECT RESULTS (PR)As mentioned before, the motivation and the interest of the partners for working in this project and the high expertise level of the partners in different fields related with the project (Multiple Intelligences, Multilingual education, ECEC, Gamification, Audiovisual animation or App development) will guarantee high quality PR. All partners will work directly with all PR in some meetings (transnational meetings and online meetings) and indirectly in the working groups where the partner Baby Erasmus will be the link/connection between the four different “Working Groups”. PILOTING Once the first version of the project results is finished we will start with the piloting of the PR in the partners educational settings (Smart Makings, Kindevilla, Mother tongues, Superlexi and Baby Erasmus) and other European kindergartens working with multilingual education that could be interested in the project. We are sure there will be more interested kindergartens in partner´s networks after starting with the dissemination activities.This piloting will help the partners to get a first feedback about the project results from different european ECEC systems and improve and adapt the PR for all the european kindergartens interested in Multilingual education and blended learning. This piloting period and the feedback (face to face and questionnaires Q1 and Q2) will guarantee the high quality of the project results.DISSEMINATION Fort he ECEC sector and for the European Commission this project and its results are a need. Babo project will be able to provide preschool educators with more resources for promoting ""Blended Learning"" and and the second language acquisition using new adapted methodologies like “Multiple Intelligences” and new resources adpated to the age of the children. We are sure our project will be useful in a lot of preschool settings and the European educators and families have to know about it. So all partners will disseminate the project results during the project and after it is finished because we want it to be used by all children and kindergartens in Europe interested in Multilingual education. The website of the project and project results will be still available after finishing the project.<< Results >>The consortium want to develop four connected Project Results (PR) that will work as an “Educational pack” for promoting the learning of languages in preschool age using the blended learning in order to involve not only ECEC educators but families in the multlingual education of the children. These Project Results are:PR1. Multiple Intelligences for Multilingual Education in Preschool AgeThe PR1 will be a pedagogical guide for connecting the main intelligences of the children in preschool age with the learning of a second language. The children in preschool age have a lot of capacities for learning a second language but not all the resources are suitable for all the children because not all of them are interested in the same ways of educating. This project result want to train the staff working in the ECEC in the Multiple Intelligences theory for better adapt the education to the main capacities of each child and to offer resources for a second language acquisition adapted to the different intelligences.PR2. GAMIFICATION: Multilingual Educational Games in Preschool Age‘Gamification’ in education is about increasing student engagement and learning by including game-like elements in learning. Effective games typically feature a series of goals or progressions, clear rules, elements of story, high interactivity and continual feedback including some kind of reward. They may also incorporate social elements of teamwork and communication. Games can enhance student focus and motivation, and can provide the freedom for children to try, fail, and explore.Consortium will develop online and offline educational games for teaching a second language in preschool age.PR3. BABO Multilingual Educational CartoonsBABO Educational cartoons will be a great resource adapted to the preschool age for teaching the children a second language. The main innovation is that this educational cartoons will follow the multiple intelligences theory in the episodes and will be completed and connected with the other resources developed in the project.PR4. BABO APP / Multilingual Educational gameThis APP educational game is part of the multilingual educational pack we want to develop for helping ECEC educators and parents with the multilingual education of children in preschool age. Again, there are not too many resources ""Blended learning"" or online resources adapted to preschool age and with BABO project we want to offer an innovative way of teaching a second language in the european ECEC system."

"TThe need to invest in human capital from early childhood is the focus of attention of the scientific community and of the EU: established this interest, Europe has a very diverse views about the organization of ECEC services and above all about the qualifications requested to staff working with younger children. There is a high diversity in the initial training of childhood educators both in Europe, with countries where educators are requested to have just a high school diploma and countries in which there are paths of postgraduate university, than in Italy where the initial training requested varies at regional level. Moreover, the reflection the quality and quantity of the in job training is mostly absent. This situation has some consequences: the impossibility for workers to move from one member state to another as well as within the same country, as is the case in Italy; a significant regional difference in the quality offered by ECEC services; a lack of in-service training for educators regarding the skills required in the workplace. It is then of the utmost importance to stimulate a EU debate on the profile of the educator in ECEC services and on the continuing training. Therefore, the GENERAL OBJECTIVE of Sprout is to develop a strategic partnership between actors of ECEC European system to contribute to the professional development of those working in education of children enhancing the quality of initial and ongoing training through the use of EQF language and developing an experimentation of guidelines for in-service training activities.The project will be implemented by a partnership made up of four actors: P1, instrumental body of the Autonomous Province of Trento, who has been working in the training of the educators since 2001; P2, who provides a national view at the Italian territory; P3, a children's center who has innovative ECEC services regarding pedagogical model; P4, an NGO that serves as the international coordinator for the services of the Swedish welfare of childhood.The strategic partnership has 2 SPECIFIC OBJECTIVES: developing and disseminating at (inter)national level the qualification of childhood educator using the EQF; working out, testing and spreading guidelines and a model of continuous training for educators connected with the EQF system and aligned with the training needs and the opportunities of the job market. The most significant activities related to the first objective will be: a desk research to decline the professional qualification in the language of European Qualification Framework and to assign the appropriate level; participatory planning methodologies for the selection and evaluation of workers of the ECEC services based on the use of the behavioral event interview and the situational interview; training and advice activities on the use of the professional qualification and of the assessment tools. The most significant activities related to the second objective will be: research aimed to highlight the impact that socio - economic progress have on ECEC services in terms of skills required to operators, to the service organization and to the support of parents; processing of the document ""Guidelines for Lifelong Learning of childhood educator"" in which we will present the results of the researches and included a structured model of modular training; realization of regional dissemination events and events of in service training. The project will be implemented with a participatory methodology: all outputs will be subjected to a double evaluation process. The first within the consortium and the second done by the external actors involved in the activities and other potential users of the products of the project. The most relevant expected results of the project are the professional qualification of childhood educator declined in EQF and a proposal for a modular in service training coherent with the current developments of ECEC services. The expected impact is to create a critical debate on the importance of standardize the professional profile of this figure in both Italian and international level, and operationally influence the definition of the national repertoire of qualifications giving an operational tool for the recognition of learning. In addition, if the Italian trend is the integration of education for children from 0 to 6 years, Sprout is the precursor of the model that will outline. In the long term, the project will be expanded and the network of associated partners will be the basis to build more strategic partnerships within the ECEC and its operators."

"<< Background >>The COVID-19 pandemic changed education forever. COVID-19 has led to the closure of schools around the world. Globally, more than 1.2 trillion children are out of class. As a result, education has changed dramatically with the distinctive increase in e-learning, through which teaching takes place from a distance and on digital platforms. Some research from the field of distance learning provides answers in the field of adult learning, for small and preschool school children is an absolute novelty and a huge challenge.With this sudden change away from the classroom in many parts of the globe, some are wondering whether the adoption of online learning will continue to persist post-pandemic, and how where such a change would have an impact on the global education market. Even before COVID-19, there was already a high increase and adoption in education technology.Whether it's language applications, virtual meditations, videoconferencing tools or online learning software, there's been a significant increase in use since COVID-19.Our project will be implemented under the crisis caused by the COVID pandemic 19, which forced schools in Europe to adapt to the measures imposed by the quarantine. For school online learning method has been found. Teachers, students and parents were both involved in the distance learning system, a system that adapted on the go to the challenges encountered.The interruption of teaching in schools in Europe during the crisis revealed the possibilities and challenges of distance learning. The crisis has also highlighted the crucial role of schools as communities with a sense of belonging and security, a place to develop social relations, a source of support from teachers and colleagues. Experiences of emergency teaching across Europe and around the world in the spring of 2020, as well as a further dual operation of schools where there has been a partial reopening, can form an information for schools but also for education systems on a more structured combination of learning in school and distance learning.The crisis has shown that change and flexibility are both possible and desirable, and our project will support common elements, applicable in partnership schools.Learning in crisis situations does not just mean combining virtual learning and common physical space; is a teaching and learning process that integrates various factors: learning (home, online, school, job), skills development process (lifelong and vocational learning); affective field (motivation, satisfaction, discouragement, frustration) and people (students, teachers, parents, other school members). If we look at it from this perspective, we have to take into account all these factors, and the project will have a beneficial impact on students, parents, teachers, schools and the community.For these reasons, our project is transnational, it addresses a common problem both for schools in Europe and for each school in the partnership.Our project welcomes teachers who need the freedom to choose educational tools to use in the distance learning process, and these should be the most suitable for their students (students in mainstream schools, students with special educational needs, students at social risk).Our project welcomes teachers who need to gain knowledge on how to teach students skills development skills, such as: self-education ability, ability to plan and organize, time management skills, ability to solve problems, take responsibility, work under pressure and be creative and enterprising; to learn to learn;<< Objectives >>A study by the Organization for Economic Cooperation and Development (OECD) shows that less than 40% of teachers consider themselves ready to use digital technologies in teaching, with large differences from one EU Member State to another. The crisis caused by the COVID-19 pandemic has the effect of an unprecedented shift to online learning and the use of digital technologies. According to the analysis in the 2020 National Education and Training Monitor despite the investments that EU Member States have made in recent years in the digital infrastructure dedicated to education and training, large disparities persist, both between and within countries. Contrary to the widespread view that today's students represent a generation of ""digital age natives,"" the survey results indicate that many of them are not developing their digital skills at a sufficient level. In all the countries surveyed, more than 15% of the student population have insufficient digital skills. The objectives:""OB1 Development of digital skills and competencies for teachers/trainers who are constituted in the target group of the project, with a view to successfully achieving a teaching/learning/assessment process innovative and necessary for the digitalization era; Strategic target: raising the percentage of teachers who consider themselves ready to use digital technologies in education. Evaluation: questionnaires, digitalized activities, workshops for colleagues and parents with the theme ""digitalization"". *OB2 Training of basic digital skills and competencies, combating disinformation and a good knowledge and understanding of technologies that require intensive use of data, such as artificial intelligence, for kindergarten and primary school students. Strategic target: increasing the share of digital learning among preschoolers and small school children. Evaluation: questionnaires, introduction of digitized lessons in the realization of non-formal activities, involvement of students in the realization of products of school activities in digitized system. Our project is aimed at pre- school students and small school students. It goes without saying the need to involve parents with students in this process of digital literacy resulting from the need of parents to help their students in this difficult and arduous process.*OB3. Creating a digital educational ecosystem translated into practice by creating a high-performance digital educational environment respecting digital ethics, personal data protection, cybersecurity, data analysis, and so on. Strategic target: Developing a digital literacy strategy for students, parents and teachers to combat misinformation, effective communication and collaboration through ICT and the use of cybersecurity measures; Evaluation: questionnaires Strategic target: Internationalization of formal and non-formal education systems. The partnership consists of 10 organizations from EU countries, four of which have no experience in implementing European projects. The objective of the project is: *OB4. Strengthening the capacity of partner organizations to work at transnational level by carrying out joint activities within the framework of the partnership set up.<< Implementation >>Through our project we want to implement a mixed learning model to effectively integrate technology, to improve the teaching and learning experience for teachers in kindergartensand primary schools and pre-schools and primary school students. This will give the partners involved in the project the opportunity to provide a type of online learning that better meets the needs .The project will be implemented over a two-year period to give teachers in kindergartens and primary schools greater choice and flexibility in terms of what is taught and how students learn. This learning strategy will allow both teachers and students to engage in ways that would not normally be available or effective in a traditional face-to-face class style. We will frequently use the method known as a «Flipped classroom», pupils acquire preliminary knowledge at home or remotely (via books, online research, and so on) and teachers use in- school lesson time to facilitate the application of that in practice. This approach may be taken whenever appropriate in a course of study and relies on all pupils having adequate opportunity to develop knowledge and skills in both environments. The particular feature of “flipped” is that the distance learning happens before the on-site application. We will create a Toolkit is to provide a free educational resource for scools and kindergarten from partnership and we will explain how Blended learning can be delivered. This toolkit will be design for new and more experienced teachers who wish to introduce a blended program to their school / classes. The information gathered in this toolkit will be based on the experience and research of the ten European partners conducting the project and will be produced over two years period.The first section of the toolkit will give an informative overview that will explain the objectives, outcomes and benefits of Blended learning. Section two will be about the details and the process of designing your blended course from the initial planning and developing to implementation and review. There will be a range of different Blended Models that schols and kinderkarden can adopt, examples of these Models will be explained. E-LEARNING PLATFORM ""KINDERGARTEN AND PRIMARY SCHOOL - WE ARE ONLINE TOO!"" The platform will host workshops, training courses and mixed mobility, implemented within the project.After each LTT, participants in learning / training activities will develop online courses and workshops on the e-learning platform provided by the European Integration project. The platform is created as a result of the implementation of an Erasmus plus project.In this way 5 courses will be created in English but also in the languages of the partner countries. There will also be 25 workshops that will focus on practical applications of ICT use in creating teaching materials for special education, preschool and primary education.The ""Integrare Europeana Romania"" organization has specialists with experience and expertise in launching courses on e-learning platforms. It will be responsible about the developed of e-learning platform.GUIDE ""Exploring Blended Learning Approaches for kindergarten and primary school level"". The guide will provide tools, strategies and methodologies on online schooling for special needs education, kindergartens and primary classes. E-PORTFOLIO. Each partner school will create its own portfolio adapted to the specifics of the existing school, curriculum, students and league. E- SHORT TERM JOINT STAFF TRAINING EVENTS. 5 LTTs will be planned on the project that trains teacher leaders for each school, who will become mentors for their schools and implement online work techniques for teachers in their schools.25 online workshops will be designed on the platform about digitalization in kindergarten and primary school.<< Results >>Through our project we want to implement a mixed learning model to effectively integrate technology, to improve the teaching and learning experience for teachers in kindergartens and primary schools and pre-schools and primary school students. This will give the partners involved in the project the opportunity to provide a type of online learning that better meets the needs . The project will be implemented over a two-year period to give teachers in kindergartens and primary schools greater choice and flexibility in terms of what is taught and how students learn. This learning strategy will allow both teachers and students to engage in ways that would not normally be available or effective in a traditional face-to-face class style. We will frequently use the method known as a «Flipped classroom», pupils acquire preliminary knowledge at home or remotely (via books, online research, and so on) and teachers use in- school lesson time to facilitate the application of that in practice. This approach may be taken whenever appropriate in a course of study and relies on all pupils having adequate opportunity to develop knowledge and skills in both environments. The particular feature of “flipped” is that the distance learning happens before the on-site application. We will create a Toolkit is to provide a free educational resource for scools and kindergarten from partnership and we will explain how Blended learning can be delivered. This toolkit will be design for new and more experienced teachers who wish to introduce a blended program to their school / classes. The information gathered in this toolkit will be based on the experience and research of the ten European partners conducting the project and will be produced over two years period.The first section of the toolkit will give an informative overview that will explain the objectives, outcomes and benefits of Blended learning. Section two will be about the details and the process of designing your blended course from the initial planning and developing to implementation and review. There will be a range of different Blended Models that schols and kinderkarden can adopt, examples of these Models will be explained. There will be the links to tutorials on digital tools that were used during the project and suggestions on how they can be implemented. Also there will be a section details about the evaluation and recommendations of the Blended Learning Approach.The toolkit will be openly available through the project website and any interested institution may access and use the included resources. The project partners will invite any interested institution to contact them to access additional resources and training materials. Teachers will be equipped with skills and knowledge in such a way that they can use a wide and growing range of digital technologies (applications, platforms, software) to improve and expand education and training in online, remote and mixed learning. Responsible CSEI BuzauAnother significant result of our project will be that a large number of teachers and students will have digital skills (knowledge, skills and attitudes) to live, work, learn and thrive in a world increasingly influenced by digital technologies. All pertners are responsible.Tangible results GUIDE ""Exploring Blended Learning Approaches for kindergarten and primary school level"". The guide will provide tools, strategies and methodologies on online schooling for kindergartens and primary classes. Latvia will be responsible about the guide.E-PORTFOLIO. Each partner school will create its own portfolio adapted to the specifics of the existing school, curriculum, students and league. Bulgaria is responsible. E-LEARNING PLATFORM ""KINDERGARTEN AND PRIMARY SCHOOL -WE ARE IN ONLINE TOO!"" The platform will host workshops, training courses and blended mobility, implemented on the project. Responsible Integrare Europeana. Romania"