"""Be healthy, be fit” is a two-year project that aims to promote a healthy lifestyle among teenagers in Europe and offers schools a metodology material to be used in thein lessons or in distance teaching and learning. The program aims to foster teenagers’ competencies in implementing healthy lifestyle recommandations to thein everyday lives. The main objectives of the project are: - to raise awareness about health and healthy lifestyle. - to raise the need of sport in everyday life among young people- to give participants the opportunity to experience benefits of healthy activities and see the results on their health by themselves. - to give participants basic knowledge to ensure their involvement in environment related to health- to give participants basic knowledge about first aid and encourage them to help each other if they are hurt or in accidents During the first phase we will have 3 short-term joint staff training events and teachers will be challenged in: - Learning how to use tools to create on line tests and e-learning courses- Sharing their own worksheets, workbooks, tests and other material with teachers from all over the world - Creating and taking part in European teachers community- Trying new style of work and sharing good practise with teachers and schools that are not part of our project. - Creating meaningful teachers network in their regions - Boosting teamwork and cooperation; - Sharing experiences in the field of health both personally and professionally. During the second phase we will have 3 short-term exchanges of groups of pupils and students will use our new material, compare the new style with traditional books, tests and work and they will be encouraged to tell teachers their opinion about our product. Teachers will have enough time to go through all the ideas from their students, they will observe them working with these new material in international teams and they will improve the material to get a perfect product to be shared with all schools at the end of our project. We know well-being and healthy lifestyle is one of the main priorities for mankind. Our project fits perfectly within this category. Finally, our project encourages European cooperation among different schools, comunities, families which is very important for us."

Context of project: Health and wellbeing are two things that make everyone happy. As teachers, we have a moral responsibility to make students aware of the importance of a healthy lifestyle, of making sport and of avoiding addictions even from childhood. It is easier to prevent than to heal illnesses like obesity or diabetes. In EU 1 adult out of 3 is overweight, and today’s lifestyle, which means spending too much time in front of screens, does not help.We have also observed that many pupils practice sport at their early age, but they usually slow down or completely abandon it when in critical ages 13- 18.Our role is to encourage them to continue to have an active lifestyle even when they grow up.We see every day how our children eat junk-food instead of healthy pack prepared at home, how they choose not to make sport, how they often become victims of bullying for being fat.Nowadays, students struggle with a lot of problems caused by social-economical issues of their families, by being considered an immigrant or ethnic minority, by the lack of education received from the family that spend a lot of time at work, or working abroad, or is breaking up. In many cases, these problems coud lead to dropping out of school.The novelty of this project is that it is a perfect way to attract the students to participate in extracurricular activities, in order to provide them a healthy education and involve them in sport activities. With the current project that we want to implement, we intend to share the same values with the students from many places in Europe, to help integrate well in the society the students that need social inclusion, but also to cooperate with teachers from other countries with the same common goal: awareness of the benefits of a healthy lifestyle. Another aim of this project is also involving the students in spreading the informations about healthy lifestyle through presentations using ICT skills, through creativity using drama. By meeting other children from Europe they will have the possibility to develop their communication skills in a foreign language. They will have the opportunity to find out more about other cultures, other educational systems and feel that they are European citizens.Objectives of your project; The specific objectives of this project are : 1. Raising the awareness about a healthy lifestyle with 20 percent until september 2022, not only on students, but also on their families, community and teachers .2. Promoting the active lifestyle by involving 200 children in at least 3 outdoor activities and sport competitions between 2020-2022 .3. Increasing the degree of social inclusion of the students that suffer of marginalization by including them in extracurricular activities and sport competitions.4. Motivating at least 20 students from each school to learn a foreign language and increasing their English level by meeting other students in mobilities and involving in the activities of the project .5. Promoting the international exchange of information and good practices between the 6 schools from different European countries, partners in this Project .6. Involving a group of 3 teachers from each school in a short-term joint staff training stage that will acquire new skills and abilities to use the digital tools and eTwinning platform in the project activities.Participants: - 100 students with ages between 10-14 years- 65 teachers from 6 different European countries and different subjectsDescription of activities:To achieve all the objectives of this strategic partnership between schools,the project will have two stages: Stage I : A training stage for teachers that need to improve their digital skills. They will learn how to use the digital tools and different applications in their formal and non-formal activities, and how to use the eTwinning platform , in order to add value to this project.Stage II: Organizing 5 mobilities with students (10-14 years) during which they will participate in the activities proposed by each partner in order to achieve the aims of the project.During the 2 years we will organize a range of diverse, attractive, practical, non-formal local activities, that will have an impact not only on students, but also on our schools community: INFORMATIVE ACTIVITIES (meeting with a dieticien; lessons about addictions; presentations about healthy lifestyle); LEARNING BY DOING/outdoor education(research about GMO/organic food; day of sport; the garden of our school ), CREATIVE ACTIVITIES (short drama about healthy lifestyle; logo of the project); ICT skills (newsletters; ppt/movies about healthy lifestyle; leaflets/brochure ; quizzes using Kahoot; multilingual dictionary using googledrive on Twinspace of the project; evaluation of the project using surveymonkey or mentimeter.com; presentation of the students on Twinspace of the project using Padlet, etc. );COMMUNICATION IN ENGLISH (conferences; mobilities with students).

Social and emotional learning has often been an umbrella term for a wide range of competencies from emotional intelligence to social competence to self-regulation.SEL competencies encompassthree areas:Emotional processes include understanding and labeling feelings accurately; regulating emotions and behaviors for the situation (e.g., calmly sorting through a disagreement rather than storming out of a faculty meeting when angry); taking another’s perspective, and displaying empathy.Social/interpersonal skills include understanding social cues (such as body language and tone of voice); correctly attributing the intent of others’ behaviors (e.g., understanding a student’s defiance as a desire for independence rather than a personal insult); interacting positively with students and other adults, and acting in prosocial ways (e.g., offering help and kind words).Cognitive regulation includes maintaining attention and focus; engaging working memory, inhibiting impulses that are not appropriate to the ededevelop SEL and build positive school culture have focused exclusively on students. Educators typically receive little training and support for implementation and for effectively supporting students’ social and emotional development and even less training and support for implementation for effectively supporting students’ social and emotional developmentTeachers’ SEL competencies influenced students in at least three ways:First, SEL influences the quality of teacher-student relationships.Teachers who are good at regulating their emotions are more likely to display positive affect and higher job satisfactionTeachers who are calm, positive, and content are likely to be better equipped to treat students warmly and sensitively, even when students behave in challenging ways.When students have high-quality relationships with teachers, they have better social adjustment and higher academic competenceConversely, when teachers and students have negative or conflict-fi lled relationships, students are less likely to be engaged in school and more likely to have low academic achievement.Second, teachers model SEL skills for students — intentionally or not. Teachers navigate stressful situations nearly every day, andstudents are watching. Studentsl earn from the way teachers manage frustration, maintain control of themselves and the classroom, stay focused in the face of distractions, and shift tactics when needed.They also learn from the way teachers handle students who need better SEL skills, such as when students act cruelly toward oneanother or use inappropriate language, such as “that’s so gay.” That is why teachers need to possess certain “habits of mind,”or dispositions, such as awareness, attention, fl exibility, and intentionality.It is also why one intervention program begins with activities to build school leaders’ and teachers’ SEL skills as a precursor tostudent programming Third, teachers’ SEL abilities likely influence their classroom organization and management. As every teacher knows, maintaininga calm, organized, and wellregulated environment is essential. Such environments include effective behavior management approaches as well as practices that encourage creativity, student choice and autonomy, and student reflection.To build such environments, teachers must maintain a sense of calm, be organized, feel in control of the classroom, and develop social trust with students and families who may be different from them.Our project wanted to create a culture of continuous improvement and learning for teachers and students:* Appropriately gathers information and formulates written assessments about individuals, families, groups or community situations* Able to make assessment of situation and prioritize interventions at the appropriate level and target group.* Conceptualizes and articulates the rationale and theoretical framework behind: assessment, choice of intervention strategies, techniques, and case plan implementation.* Opportunity to formulate plans & goals with groups that include cultural &/or ideological perspectives and to work with groups on the basis of mutually.* Opportunity to interview or interact groups, or staff who are from socio-cultural backgrounds different from the student.* Opportunity to communicate effectively, orally and in writing.* Evidences competence in: listening and attending; reflection and acceptance of feelings; paraphrasing and summarizing content; confrontation; recognition of strengths; incorporating cultural and/or ideological perspectives of clients, and reinforcing.Support for SEL skills must be embedded into the daily life of the school for everyone: students, teachers and staff.This is essential because SEL skills are developed in and needed for everyday interactions.

M.A.C>TRACTION,which is prepared with 6 schools from 6 countries,which includes mental,artistic,cultural (MAC) studies with students to solve the problem of attention deficit in primary schools.The start date November 2018,deadline is March 2021.During the project, a total of 6 LTTs were made one of which was virtual.Before the project started, a preliminary research was conducted by the coordinator school. While it was determined that teachers needed professional developments, they had difficulties with some students in their classes, and they were interested in EU projects, it was understood that parents needed guidance.The inventories made in schools revealed the need to find solutions to these problems.Based on this, a project idea was born. On various platforms, it has been noticed that this problem is also seen in schools in Europe and a solution is sought. It was thought that this problem could be solved with the experiences of different teachers from different countries and MACTRACTION was prepared.For the project,STUDENTS with attention deficits between the ages of 9-11 at each partner school were selected by first observation by applying D2 test. The number of students selected is between 10 and 50, depending on the size of the partner schools. It was determined whether the students had changes in focus, attention continuity, and psychomotor speed.Several days of the week,MAC activities, were conducted with the selected students outside of school. In order to determine whether these MAC activities applied in partner schools have a positive return, the d2 test was applied to the first sample groups in February 2021.In the first test, it was determined that the attention levels of the students with low focus and psychomotor speed increased.MAC activities;creative works of the kind that occupy their minds, mental games, chess, digital games, coding studies, musical rhythm games / musical dramas, art works, traditional children's games.In addition to these studies,the project students have participated in and took part in many activities. This contributed to the increase of students' self-confidence. For example, Turkey, the students have made their dance wearing the traditional dress of partner schools in the Day April 23, Cyprus's students books day, in Spain Halloweeen to, in Romania Mortisör to,as important days have been participated.A chess tournament was organized among 6 schools,and the winning students were awarded by medals.Students participated in the competition for the project logo, prepared a Christmas card and posted .Throughout the project, they took part in special days such as Erasmus Days, eTwinning Day,Europe Day, Safety Day,Codeweek.They took videos and made presentations. All these studies were added to the etwinning created for the project and final products were created.All these activities supported the social and cultural development of students, enabled them to gain cultural awareness and improve their ICT skills.At the beginning of the project, the experiences of partner schools on MAC activities were determined: Italy:Strategic Planning, Spain: Mental Games,Cyprus:Digital Games/Web2 tools, Turkey Art Works, Greece: Music/Rhythm Studies, Romania: Traditional Games.Project duration of each partner school this expertise with other schools. Thus, experiences were shared.The project was divided into different periods and activities were done at the each period. Teachers were subjected to various trainings at the school they attended in mobility, and participated in seminars and workshops. When they returned, they applied what they learned to the project students, informed their parents, and shared them with other teachers.This project includes informing the PARENTS as well.Parents have watched films on the subject and learned through panels, seminars and meetings. In this way, they learned to be more beneficial to their children.TEACHERS followed the work done in the project and then applied some of the work in their classes. The biggest gain for teachers is to learn how to use web2 tools in the classroom.New teaching techniques were applied in the school, and new methods and techniques were learned in the mobility. They have learned subjects such as the use of eTwinning, project management, rules of mental games, what students should do in tournaments. They have gained different experiences with this project. The project team participated in trainings held in different countries. Friendships were established between 6 school teachers.Even other eTwinning projects have been done with the same schools and the European quality label has been received.All the work done in the project was shared on the project social media accounts and website, promotions were made to other partner schools, explained and disseminated on many platforms. Each partner school prepared slides,e-books,for the project promotion and brought the project together with more people through local events.

“Children learn better when they are in a safe socio-affective climate, when they relate pleasantly with parents, educators and others around them” John Bennet,UNESCO,2004.The project Happy children’s build self confidence through games and stories is mainly addressed to teachers who carry out learning activities in early education as well as children between the ages of 3 and 7 of our kindergarten.Being the largest kindergarten in Ialomita county, kindergarten of application for the Pedagogical High School in Slobozia, where the future teachers in the field of early education are trained, with a team that combines the experience of the age with the desire of professional development of the young educators, with a good collaboration with community, we want that through this project we develop personal and institutional, at the level of European standards.The project will be implemented as part of a partnership with school organizations from Italy, Spain, Turkey, Slovenia, Portugal, with significant experience in implementing Erasmus + projects.The Dumbrava Minunata kindergarten, although it has no experience in coordinating an Erasmus project, has the experience of successfully carrying out educational projects and partnerships at local/regional/international level.Following the SWOT analysis at the kindergarten level, there was a weak integration of the personal development games and of the motivational stories in the teaching-learning-evaluation activities of the teachers,in the context of the excessive access in the family environment of gadgets by children from a very early age.Early education should provide a social, cultural and physical space, safe and welcoming in which children benefit from a number of possibilities to develop their potential.The project will be based around sharing first-year practices internationally,networking and collaborating to share and provide exciting and creative learning experiences to inspire and motivate children.We aim to use this project to improve children's attitudes towards learning,well-being and creativity development through play and story,by educators.The project aims to exchange experience and best practices in tools and methods, increasing access to quality education and care of preschoolers, by adopting new tools and methods, modernizing existing ones, testing methods from one country to another.The project activities include the organization of virtual and physical meetings, as well as mobility in each country, which will facilitate the exchange of experiences and best practices between the participating organizations regarding the developments in each country regarding early education. as tools, methods and activities. applied or implemented by partners and have achieved positive results.We believe that this project will have a positive impact on all those involved, removing the barriers to learning, coping and working together and then we will use our research and experiences to disseminate the acquired knowledge,during the LLT focused on the next topic: Kindergarten makes the difference;Creativity in teaching and training and how to use games/ stories in developing children's self -confidence;The nature of early learning. Using resources (games/ stories) to inspire practice;Contexts and tools for developing self – esteem of children;Providing all our children the best start for the world of tomorrow;Emotional development in young children.Achieving the goals of this strategic partnership between schools will have an important effect on all groups involved (children, parents, teachers, the local community), because it will change the perception of the responsibility of everyone's involvement to provide a good start in the lives of children and a quality education. The project will disseminate its results by producing and distributing a good practice guide of the project, as well as testimony. In addition, a final dissemination event will be organized in Slobozia, which aims to promote the results of the project to local, regional and national authorities, agencies and organizations. All project materials will be uploaded to partner sites and social media pages, as well as to the Erasmus + project results platform.Increasing access to high quality education and care for preschoolers is a widely recognized priority in the world and also a priority of the Romanian education system, for involving children in culture, raising aspirations, building trust and improving health and well-being. Finally, the exchange of best practices with relevant authorities and organizations could lead to new approaches to respond to the specific educational needs of early education and to the design and implementation of more efficient and targeted policies, thus providing quality educational services.