EDUGATE project stands for Multilingual teaching in early childhood education and care and lasted 36 months, starting in September 2016. The project was aimed at improving ECEC teachers and educators’ competences for supporting pre-school education providers in adopting innovative pedagogical methodologies and in providing high-quality Early Childhood Education and Care (ECEC). EDUGATE had the purpose of improving ECEC staff competences with particular reference to the teaching of a second language in the ECEC system. The cooperation was of 7 partner organisations from 6 countries: Italy (the LP, Municipality of Piacenza and the University of Milano-Bicocca), Czech Republic (ZA ANGEL), Latvia (Riga Municipality), Poland (Krasne Municipality), Slovenia (FINI Institute) & Sweden (University of Goteborg).Partners participated in 2 Learning Teaching & Training Activities where they acquired new knowledge on the existing innovative practices for teaching second languages in the ECEC system. The 1st LTTA was organized in PRAGUE-CZ by ZS ANGEL from 9 to 13 October 2017, where the teachers were able to discuss the teaching methodologies working in transnational groups and where the teachers of ZS ANGEL have been able to show the best practices used in their ECEC services for the teaching of English. The 2nd LTTA was organized in PIACENZA-IT by the Municipality of Piacenza from 8 to 12 October 2018 in order to elaborate the didactic material drafted during IO4.5 Intellectual Outputs were developed & finalized during the project: O1 The Training Contexts and Need Map: a questionnaire was administered to 165 teachers and 182 parents in order to collect their opinion on the teaching of the second language in preschool and to identify the training needs of teachers. The result was that most of the teachers (74%) value in a positive way the learning of L2 starting from early infancy, because knowing more than one language encourages the discovery of the self, the other and of the world; moreover we discovered that most of parents (91%) listed only the possible benefits about learning a FL at an early age. The teachers’ training needs were identified in the following: a) intercultural communication b) valorisation of mother tongues c) adaptation strategies to the new environment for the newcomers d) speaking the local language.O2 Innovative Best Practices: a collection of 35 innovative best practices regarding the teaching of a second language in ECEC services in Europe was finalized; in particular ‘The BP’s methodologies’, that focus on different aspects of language teaching. Three main areas can be identified: 1) methods for teaching 2) tools to create networks 3) language screening activity. O3 Educational Programme & Workplan: the document contains descriptions of children learning a second or additional language and how such learning can be supported by early childhood education and care (ECEC). In addition, to provide a contextual setting, there are short descriptions of the curriculum for each partner country. In the final section of the study comprises conclusions and a debate related to learning in general and quality of education. O4 Didactic Materials: this document consists in a series of didactic methodologies for children, inspired to the scientific literature about monolingual and multilingual child language development and implemented by the ECEC teachers and educators that took part to the EDUGATE project. Activities are designed to consolidate and enhance linguistic development in three areas: L1 (first language) enhancement; Foreign Language enhancement; Communication development.O5 Guidelines for the New ECEC Professional Curricula: this document is aimed at offering a theoretical background regarding which linguistic competence should be developed by a child during pre-school years (1 to 6 years) and some practical examples of broad activities that would help the development of these specific language abilities for the second language acquisition. The objectives of the present document are: 1) to give a basic knowledge of the linguistic steps a child should attain in preschool years 2) to propose some activities with the purpose of enhancing these steps 3) to give some indication regarding the teacher’s role in a multilingual classroom.Finally, project results and outputs have been disseminated through 7 multiplier events organized at international and national level, reaching about 400 people including ECEC services, ECEC teachers & educators, students, local authorities, families. Children & families benefit from trained highly qualified staff, as well as from new methods that foster children's personal & social development and improve communication, cognitive and language skills, thus laying the foundation for children’s profitable long-life learning, especially for those coming from disadvantaged contexts.

DISCO will develop and demonstrate - in real-life conditions - a federated European urban freight (UF) data space as one stop shop of data sharing on digital urban logistics solutions and smart tools for ambitious decision making. It will be a continental Ten-T – oriented and distributed real-life ecosystem to prove its value via demonstrated and replicable Use Cases (UCs), build upon innovation drivers to code concrete transformation of urban planning and land use by an open and collaborative UF Data Space with a smart governance model. The DISCO UF Data Space is voluntary based (incentivized), co-created and open framework to achieve a radical transformation and alliance in purpose-oriented data sharing, enabling smart access, fast and resource efficient acquisition, and focused provision, improving knowledge and capacity of city authorities and planners guaranteeing future data availability for dynamic (and predictive) integrated urban logistics planning, synchronizing real-time demand for transport & warehousing with logistics supply, (e.g., as Uber matches the demand for private car transport service with its road drivers’ fleet). DISCO will support European urban logistics players in reducing economic, societal and technical dependence from private digital platforms owned by large global providers, magnifying the scope of a Sustainable Urban Mobility Plans (SUMPs) converging to data-driven Sustainable Urban Logistics Planning (SULPs), expanding them beyond traditional urban boundaries (e.g., rural areas, towns and suburbs, cities, and urban areas according to World Urbanization Prospects ) and beyond Covid-19, to optimally manage, monitor and dynamically predict city freight flows, changing urban nodes accessibility by properly serving Functional Urban Area - FUA on a larger, mixed-use, and flexible scale , and deliver advanced and well-informed planning and purpose oriented, optimised land use within a TEN-T and global dimension.