<< Objectives >>Encourage the use of new technologies in early childhood education classrooms, as an inclusive work tool that enables curricular adaptation to the different educational needs of the students. We want to continue working on the use of new technologies, and train our educational teams by providing them with creative and innovative tools in order to develop key competencies in our students.<< Implementation >>To achieve the objectives of the project, training activities, round tables, spaces for sharing will be provided for teachers, with the aim of acquiring new knowledge in new technologies applied to the early childhood education classroom. In addition, spaces will be promoted for the exchange of experiences, good practices, and creative and innovative methodologies with the different European partners<< Results >>- Develop digital and linguistic communication skills of the English language both in the teaching staff and in the participating students.- Prepare a final document that contains a comparison between practices and experiences developed by each partner in relation to the use of new technologies in the classroom.- Internationalization of educational centers, creating a collaboration network between different educational centers for early childhood education in Europe.

"The project, called ""Box of Treasure: Distance Learning System in the Kindergarten"" focuses on creating effective and innovative distance teaching system in the kindergarten, based on international experience. Five partners - kindergartens from four different countries such as Lithuania, Greece, the Republic of North Macedonia and Hungary have been working for two years together in order to discover the best methodologies for indoors and outdoors activities when teaching process cannot be organized on daily basis and distance learning/teaching is the only way to continue educational process in the time of any crisis throughout the world. The distance learning system has been created as the main outcome of the project. There are two participants from each partner institutions.The project consists of five partner meetings and every meeting holds the main topic in order to ensure different perspectives of distance learning issues, such as distance learning and teachers competences, distance learning and parents role, distance learning and technical issues, in terms of designing activities, methodologies as well as choosing the best and the most convenient platform for this kind of work. There is much online work done in between these meetings and the project members have been working hard to summarize other practice, collecting advice from the governmental bodies and own experience.In addition to this ""the box of treasure"" has been created and it consists of instructions for the parents, tasks for the kids and family activities. It could be successfully used when the kid has been sick and spent some time at home and when the kid feels fine but still stays a few days at home so parents could follow his education process and help them to get back to the kindergarten routine, doing daily tasks. It is important time because the partners have realized that the most of the time kids struggle to come back to the kindergarten after getting sick, vacations and etc. In a long perspective the teachers has got to used IT technologies, platforms, discovered how to make videos and high quality photos, how to use other programs such as digital board online. The participants of this project has been paying much attention to analyse previous experience and find the best solution, how preschoolers could be taught, how to keep kids attention, how much screen could help, video conference or individual plan would be a better choice. The methodology has been tested between partner schools in every country and results have been shared in order to improve it. Our methods of distance learning/teaching are unique in terms of the combination of indoor and outdoor activities. Very special attention has been paid to the foreign language teaching systematically. In other words, it has been realized that any foreign language has to be taught without interruptions in order to stimulate kids brains and help them to get used the language faster and easier. Moreover, a structure helps any teacher not to get lost and parents could feel safe with the instructions, clear indications, advice, tasks, routine plan to organize distance learning process for their kids."

<< Background >>Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adolescents and adults. They have the ability to imitate pronunciation and work out the rules for themselves. Any idea that learning to talk in English is difficult does not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books. Teaching English to pre-school children can be daunting for teachers new to this age group. Young children have shorter attention spans than older children and adults, and they're still learning their mother tongue. But teaching these learners can be enormously rewarding once you've taken a few basic principles on board. According to Bristish Council, second language learning is a valuable tool that we should arm children with. As such, it should be continually improved so they can better communicate with others as they progress from playtime activities to more diverse learning concepts and situations. As educators of these young minds, adults have the responsibility to nourish and nurture them in every way possible, including learning through a variety of fun and entertaining methods. Thus, it is crusial for educators of young children have access to appropriate play based educational material and tools.Unfortunately, pre-schoolers and kindergarten are taught English language in most EU countries in the same way as (young children of primary, secondary school or adults), with little opportunity for creativity, actual language use, and with little enjoyment for most (Nuktong 2010; Panthumasen 2017). Many children become bored and demotivated and start to view English as an object of study only. One possible remedy, certainly with younger learners, is to create excitement and enjoyment through the use of play. Children are more motivated to explore academic standards within their play because it is meaningful to them.Play-based learning has been used for decades in early childhood teaching around the world and there is a large body of literature to show its benefits (Dau 1999; Landreth 2002). In addition, the right to play is enshrined by the United Nations Convention on the rights of the child. However, play- based learning has not been used much in the language classroom, despite its obvious potential. In addition to helping children’s general cognitive and social devel-opment, play also has an important role in the development of L1 language skills. Vygotsky’s work has been particularly important in recognising how play allows children to make meaning based on resources (real or imagined) in their immediate context to express feelings and to share intentions and ideas with other children, even in the absence of fully developed language ability. Our main aim in the project Play & Learn is to establish the use of play and games in class & on learners’ development in early language learning and to promote the professional development of educational staff (knowledge and skills) within bilingual education from an early age.<< Objectives >>Our project’s objectives are: a. to enable the educators understand and adjust accordingly the English Language Learning as a second language with an age-appropriate way and with a play-based methodology; b. to equip the educators with the appropriate material in order to deliver courses on English language learning in early age of education b. For children, to use English effectively for any purpose across from a really young age and familiarize themselves with the curriculum of primary schools; c. to develop children’s interest in and appreciation of language learning;Specifically, the project will enable the educators teaching children to use the pooled knowledge, expertise and experience of formal and informal teaching of our programme participants. It will help educators build on their own knowledge and experiences to develop an understanding of teaching young learners and adjust their teaching practices accordingly, and to develop their own personal methodologies for teaching young learners in an age-appropriate way with fun and exciting play-based activities for young learners; it will move away from traditional methodologies used for older learners to methodologies, approaches and tasks that are age-appropriate to create well-paced, meaningful, exciting and enjoyable classes through the use of kinaesthetic approaches to language learning, play and drama for example.<< Implementation >>Development of Project Results: Three innovative results will be produced as part of the Play & Learn project. Each Result lead has the required expertise to direct the production of each result. The intended outcome of these results is to create freely-accessible materials to support more than 120 educators working with children of young ages by equipping them with the knowledge, motivation, and tools to design and implement a play - based stucture for their laguage learning classed.Publicity/Dissemination: A publicity plan will be developed by the dissemination leader partner (Italian partner) which will focus on the promotion of the project’s aims, objectives, and results. Pre school education institutions, associations of educators and other relevant stakeholders will be targeted through a wide outreach effort by the partnership via online and in-person communications. Transnational Project Meetings: Three TPMs (to eliminate the budget costs and for minor environmental emissions) have been planned all in countries of the partnership, in Latvia, Ireland and Italy.Multiplier Events: Toward the end of the project’s life and after the Results have been developed, each partner will hold a national Multiplier Event which will showcase what we have created with the expectation that invited organisations will use the products. Evaluation: The partners will follow an Evaluation plan created by evaluation and qualit assurance partner in charge (Cypriot partner) which will evaluate the extent to which the project is meeting its objectives and intended outcomes, plus the effectiveness of the partnership. 4 evaluation reports will be produced during the course of the project. Sustainability: The consortium will create and conform to a sustainability plan which will ensure that the project’s results will be used long beyond the duration of the project.<< Results >>The Play & Learn project will revolve around the production of 4 innovative results:1. A booklet of good practices 2. Educational Material for Educators3. Toolkit for educators and schools 4.Online learning platform and networkingAside from the outputs, the Play & Learn project will also produce the following:The project will also produce the following project outputs:Project Management Plan Project Evaluation Plan Project Dissemination PlanProject Quality Assurance Plan Project Impact and Sustainability Plan Project LogoProject WebsiteSocial Media Channels and Profiles 6 Project Leaflets6 Project Newsletters5 Transnational Meeting Agendas and Minutes 4 Remote Meeting Agendas and Minutes1 Piloting Report5 Multiplier Events4 Internal Administrative Reports 4 Internal Financial Reports5 Internal Dissemination Reports 5 Quality Assurance ReportsOUTCOMES: With these outputs the target group, be aware of the concepts and principles of the cascades model, maintain and prolong, reuse and redistribute, remanufacture, recycling, industrial symbiosis, and collaborative consumption. This will enable them to engage immediately with the theory and practice of as it relates to their own business projects. They will also have access to a forum where the emerging ideas of early language learniing are being discussed.Partner organisations will increase their capacity to educate others about the methodologies and the tools used on language learning in early age and also be able to implement best practices in their operations as a model to other stakeholders. Meanwhile, Participants will gain experiential knowledge and thus be equipped and motivated to start a sustainable business. The knowledge of all stakeholders on the field will be greatly enriched by involvement in the project and the reasonable expectation is that they will directly and tacitly disseminate that learning in a variety of settings.The project is expected to produce a number of intangible outcomes as well, including: -Improved quality and availability of foreign language teaching play based resources for kindergartens - Increased capacity to successfully teach speaking skills - Stronger interpersonal relationships within the language classroom in early ages- Exchange of knowledge and best practices among partners on the topics of language teaching IMPACT Much is already been written about this aspect of results in the Impact section. However, briefly stated, this project will raise awareness about the benefits and importance of language learning since young age. This in turn will have a positive impact on TESOL teachers, preschool & kindergarten teachers on how they could use play-based learning in English language learning. Aside from the outputs, the project will also produce a number of tangible and intangible results. Other tangible results include:- 6 partner organizations actively participating/organizing three (3) transnational meetings in Latvia, Ireland and Italy, six (6) national multiplier events (with at least 40 participants in Latvia, Ireland, Cyprus, Greece, Turkey and Italy).Project management results: - Successful implementation of the project and impact achieved: conditions provided through due professional strategic partnership establishment, careful planning, human and financial resources allocation, Project Management Plan, Quality and Evaluation Plan elaboration, etc. - Successful project dissemination and solid provision of project sustainability: Communication and Dissemination Plan elaboration, Dissemination activities realization, outstanding outreach provided through planned activities and networks available, etc. - European dimension of project outcomes and cooperation between the organizations involved directly and/or indirectly: due professional strategic partnership establishment, spirit of cooperation, respect and support among the partnership

<< Background >>As more aspects of daily life are tied to technology, the need to improve and expand STEAM education across the curriculum will only get more pressing. Without enough STEAM educators, students can’t get access to the types of STEAM opportunities that are likely to encourage long-term interest and passion in these fields and beyond. As more aspects of daily life are tied to technology-based sySTEAMs, the need to improve and expand STEAM education is considered key to maintain a competitive edge in the 21st century. With more emphasis on STEAM education, a meaningful STEAM curriculum is often introduced to the youngest students, beginning at the preschool level. Research confirms that exposing students to STEAM experiences at a young age encourages critical thinking skills, increases science literacy, and fosters creative problem solving. These experiences can help establish a long-term passion for STEAM subjects, as well as general academic success across all disciplines.Unfortunately, due to the rapid developments experienced, the vast majority of teachers and especially pre-primary teachers feel illiterate in modern science and technology because they cannot keep up with the current trends of ICT. Research made shows that STEM support should start early: children in disadvantaged circumstances, especially, start elementary school lacking the foundation for that success.The project idea derived following a small-scale needs assessment was carried out in the form of a survey (link to Google form) where a number of teachers in primary education participated. The study investigated the needs of the target groups with regards to skills development and innovative solutions in their field. The analysis revealed the challenges teachers are facing in introducing STEAM or Robotics in their lessons due to the lack of knowledge and technological fear of the new technologies in education. In addition, respondents revealed their interest in being introduced to STEAM teaching and how they can apply educational robotics in their lessons, obtain expertise on the topic and enhance their educational methodologies since they recognised the importance of lifelong learning and constant professional development.In this framework, the project aims at the Development of Knowledge, Skills and Key Competences of STEAM and Educational Robotics of Teachers in PrePrimary Education (STEAMERs). Through the project teachers will develop the skills and competences required in carrying out STEM-related tasks which include cognitive, manipulative, technological skills and collaboration and communication skills.<< Objectives >>This project will identify through desk and field research specific lack of knowledge that early childhood teachers have on implementing STEAM and educational robotics in their lessons. What we want to achieve is the Development of Knowledge, Skills and Key Competences of STEAM and Educational Robotics of Teachers in PrePrimary Education (STEAMERs). Through the project teachers will develop the skills and competences required in carrying out STEM-related tasks which include cognitive, manipulative, technological skills and collaboration and communication skills. The main output will be a complete report on the findings, the STEAMERs Compendium report which will be a complete report which will identify the training needs of pre primary school teachers so as to obtain expertise on STEAM and Educational Robotics and also identify current trends in each partner countries. When this report is completed a methodological Training Course will be designed and implemented for pre-primary teachers: This will include Curriculum for teachers that will contain practical guidance for developing the skills, knowledge and key competences identified through the compendium report. Finally An e-Learning platform will be developed to promote online learning actions and resources and virtual cooperation, communication and experimentation, combining virtual and blended learning opportunities for the pre primary teachers. It will include the training course online, technical design of the course, self-assessment, implementation of testing and finalisation.<< Implementation >>Our project aims to have the highest possible level of engagement as this is the whole concept of STEAM learning. Once the current knowledge and skills of the target group (pre primary teachers) are identified in each partner country, the development and training of the target group will then proceed. This will be done by various tasks associated with the project which are divided among partners as followed:1. Project Results: R1: The STEAMERs Compendium: A complete report which will identify the training needs of pre-primary school teachers in terms of skills and key competences development to effectively carry out STEAM education with their preschoolers and also identify current trends in each partner country: R2: The methodological Training Course: This will include Curriculum for pre-primary school teachers that will contain practical guidance for developing the skills, knowledge and key competences identified on R1 by using various activities R3: An e-Learning platform promoting online learning actions and resources and virtual cooperation, communication and experimentation, combining virtual and blended learning opportunities for the target group. It will include the training course online, technical design of the course, self-assessment, implementation of testing and finalisation.2. 18 (3 per partners country) trained trainers on the STEAM Key Competences training program (C1) 3.10 pre-service teachers per partner country trained on The methodological Training Course (R2 pilot) 4. 6 multiplier events to promote the project, its intellectual outputs, and its outcomes among VET trainers, teacher education trainers, teachers, (E1-E6).The project also foresees a set of project management, dissemination, evaluation and quality assurance, sustainability, and exploitation activities. Specifically, it foresees the preparation of: - Project Management Plan (P1): including the agreements, administrative work, financial and budget control, time management, roles, and responsibilities allocation, templates for reporting, communication means, reporting (interim and final reports) processes, where the coordinator will be responsible with the support from all the partners. - Project Evaluation and Quality Assurance Plan (P6): It will be arranged at the beginning of the project, where the quality and risk management plan and quality assurance procedures will be described in detail, in order to guarantee the quality of the project Results. - Dissemination Plan (P5): A dissemination plan will be produced to describe the dissemination activities targeting relevant to the project stakeholders and the general public. All partners will contribute to the dissemination activities according to their areas of expertise (i.e. branding through logo design, website building, social media, newsletters, brochures, leaflets, etc). - Sustainability and exploitation Plan (P3): An exploitation plan will be prepared so that the partners will utilize the produced materials to the maximum, within the partnership and with other institutions/organisations, during and after the project is completed. Once the project is completed, the partnership will disseminate its results and will transfer the developed practices and educational products to other contexts and educational fields.<< Results >>STEAMERs project comes to build a complete STEAMERs Training Framework for pre-primary teachers focused on the development of skills and key competences needed to develop positive attitudes towards STEAM, overcome their fears, and increase their self-efficacy and confidence to bring innovative STEAM teaching with their preschoolers. The project outcomes and results carried out during the project implementation period are the following: 1. Results: Result 1: The STEAMERs Compendium: A complete report which will identify the training needs of pre-primary school teachers in terms of skills and key competences development to effectively carry out STEAM education with their preschoolers and also identify current trends in each partner country. This will be achieved by completing a combination report of related literature by performing desk research (A1), a collection of STEAM key competence models and contexts (A2), by performing field research on the current needs of teachers for STEAM key competences development (A3), by developing a framework of STEAM key competences (A4), then by giving Feedback and translating the Framework (A5) and by performing Pilot testing and making adjustments (A6).This will be the end product of Result 1, in which the following Results s will base their development. Result 2: The STEAMERs Training Guide: This will include the development of a Curriculum for pre-primary school teachers that will contain practical guidance for developing the skills, knowledge and key competences identified on Result 1 by using various activities such as the development of the training course and content (A1), Feedback and translation of the STEAM Training course (A2) and finally the Integration of the Training course in the STEAMERs e-Learning platform (A3). Throughout the development of Result 2 there will be piloting of the different sections and necessary adjustments (A4).Result 3: The STEAMERs e-Learning platform: This will be used for promoting online learning actions and resources and virtual cooperation, communication and experimentation, combining virtual and blended learning opportunities for the target group. It will include the training course online, technical design of the course, self-assessment, implementation of testing and finalisation. The activities to achieve this result are: The Planning and development of specifications of the e-Learning platform (A1), then the Implementation of the platform (A2), the Development of the content of the Platform (A3) and followed by Feedback and translation (A4) and finally Pilot testing/Final tuning (A5)All 3 Results will have as activity the Dissemination of the given Result.2. We will train a total of 12 (2 per partners country) teachers on C1 – Train the Pre primary school teachers. (R2 pilot).3. The project will have 6 multiplier events in order to promote the project, its project results, and its outcomes among VET trainers, teacher education trainers, teachers and other related stakeholders (E1-E6). Moreover, the project with its completion will result in: - Pre Primary teachers professional development through better understanding and acquisition of knowledge, skills and key competences of the STEAMERs Training Guide, which will allow them to integrate all good practices into daily activities - Increased sense of initiative and enablement of teachers to apply educational activities for developing STEAM lessons in their schools - Improved levels of digital competences (through the use of the STEAMERs e-Learning platform, Erasmus+ project results platform, and School Education Gateway) - Establishment of a network of trainers specialized in delivering trainings in STEAM lesson integration through the innovative training guide.As regards the general project management part is concerned each partner involved in the STEAMERs project will be assigned a leader role for each.

<< Background >>In early childhood, the comfort with math (& STEM in general) and fluency with the subject can be the strongest predictors of later academic success than even literacy. There are studies that show that children who enter kindergarten with a certain comfort with math go on to be high achievers through their middle and high school years (Claessens and Engel 2013). Researchers have observed children at play and noted that mathematical thinking shows up frequently in play settings (Ginsburg 2000). For example, children’s play involves pattern and shapes, comparisons, and numbers. This tells us that young children have an innate curiosity about math and a natural tendency to “think math.” Research suggests that active exploration wires the brain, and helps kids develop powerful intuitions about concepts central to science, technology, engineering, and mathematics (Dewar,2016).An innovative approach is to use the natural world as an innately fascinating context within which to learn mathematical concepts. Moreover, teaching math this way is also an opportunity to simultaneously build students’ interest in Nature. In the same time,there has been a growth in garden-based learning (GBL) practices at school grounds and in garden-based programs in North America. Gardens and garden-based programs are legitimate academic venues where children learn and thrive (Blair, 2009; Desmond, 2003; Thorp, 2006; Williams & Brown, 2012). Additionally, nature experiences during childhood can have an important influence on adult environmental attitudes and behaviours toward the more-than-human world as it t has been argued before by diverse authors (Lohr & Pearson-Mims, 2005; Wells & Lekies, 2006).The aim of the project is to teach STEAM by using hands on activities on urban gardens and integrating permaculture values. STEAM is an integrated approach to learning which requires two or more standards from Science, Technology, Engineering, Math, and the Arts to be taught AND assessed in and through each other. Participants (educators and children) will become familiar with the space of a garden as a rich environment for teaching and learning across the curriculum, especially on STEAM field. Ecological and social justice considerations will frame all aspects of the project, with a particular focus on the place of the teacher (personal, cultural, and geographic positioning and identities) in garden-based education. Extensive engagement with gardening practices, food preparation activities (including eating!), and critical dialogue will be the pedagogical modes of exploration throughout the project.The idea is to support, scaling up the existence initiatives or catalysing new actions related to the 17 Sustainable Development Goals (SDGs) in education and especially in preschool. While there are hundreds of pedagogical ideas for classroom activities, there is a gap in implementing age-appropriate activities outdoors. This project bridges the gap by detailing how best to integrate Urban Gardening into teaching and learning, specifically in preschool. We are trying to strengthen to the means of implementing STEAM, by using garden as co-teacher in preschool.<< Objectives >>The main objective of the project is enchance the knowledge of 150 kindergarten educators on teaching of STEAM through urban gardening. Gardens as educational places ask educators and learners to value process over product and attend to the moment as it unfolds. School gardens encourage students and educators to look for connections between subjects and ecosystems; to embrace spontaneity and sensuality as well as critical thinking and experimentation.Another objective of this project is the integration of Permaculture values. Permaculture is the conscious design and maintenance of agriculturally productive ecosystems which have the diversity, stability, and resilience of natural ecosystems. It is the harmonious integration of landscape and people — providing their food, energy, shelter, and other material and non-material needs in a sustainable way.The UrbSTEAM initiative will meet the needs and requirements of both teachers and the children whom they are teaching. Akata-Makata and the project partners believe there is a wealth of knowledge to be learned from not only our partners but also those we are intent on supporting through our projects: the target-group audience. This knowledge will feed into the experience of the initiative and our respective organisations and its individual members only to benefit us in the future. Project consortium is committed to the idea of lifelong learning, upskilling staff, widening their experience, providing opportunities for younger staff to gain valuable experience for onward progression and allowing older staff members to re-skill.<< Implementation >>The preliminary research carried out prior to the writing of this proposal indicated a strong need for more practical resources that focus on garden based methods on STEAM learning in young ages, especially for the countries represented in the partnership, who all fall below average when it comes to STEAM, outdoor learning and awarness on sustainable development compared to the rest of Europe. Thus, the objectives were formed based on this needs and the activities designed to meet these objectives. As a reminder, the objectives of the UrbSTEAM project are: a. to enable at least 150 educators (30 participants per partner country) understand and work with the garden-based methodology for teaching STEAM to kindregarten students and aware them in the principles of premaculture and sustainable development;b. to equip the educators with the appropriate material/resourses in order to deliver garden based learning for STEAM education in early age by using the resourses from an innovative digital platform - toolkitb. For children, to use come in contact with nature, STEAM education and become the future agents of change towrards a more sustainable futurec. to develop children’s interest in and appreciation on nature and STEAM; Thus, the following project activities will help us achieve the objectives above: Results – This project will see the development of three Results which will be the driving forces behind the achievement of our objectives. Each result will address at least one objective directly (explained in each Result description), and together they will work to improve the overall quality of STEAM teaching resource through garden based methods for educators working with young children when teaching STEAM. Management - The success of the project will be based on strong management and frequent, effective monitoring of the activities being carried out. The coordinator’s past experience with project management and implementation have provided valuable lessons on what (and what not) to do, thus the management plan will reflect this. Management will be supported by constant and clear communication among the partners through Slack as well as the clear allocation of tasks and deadlines using a task management system and Gantt chart. Strong management equals a strong outcome. Publicity- One of the project’s objectives is to promote and implement an innovative approach in teaching STEAM in a garden based approach by using research-backed techniques to simultaneously improve emotional intelligence. Through the project’s publicity efforts, we will be able to spread the word about this well-researched but little-used approach in order to generate interest (and eventually sustainability) in the UrbSTEAM project. Publicity materials will clearly state the project’s objectives and how stakeholders can get involved. The project will also include national Multiplier Events which will encourage the uptake of the Results created throughout the project. This will help to spread the word at local, regional, and national levels among stakeholders. Evaluation – Regular evaluation reports will ensure that the project’s Results are to a high-quality end. The process of evaluation will involve following an Evaluation plan in which internal and external evaluators will provide insight into how the project’s activities are progressing. This will allow us to see whether any adaptations to the project need to be made in order to deliver Results in a timely manner which will accurately reflect the project’s objectives.<< Results >>Our consortium is going to work together to explore the current situation in each country related to the outdoor learning, urban gardening, and STEAM. The UrbSTEAM project will revolve around the production of 3 innovative results:1. Manual of best practices on garden-based learning and development of Educational material2. Toolkit for educators and schools 3.Online learning platform and networkingAside from the outputs, the UrbSTEAM project will also produce the following:The project will also produce the following project outputs:Project Management Plan Project Evaluation Plan Project Dissemination PlanProject Quality Assurance Plan Project Impact and Sustainability Plan Project LogoProject WebsiteSocial Media Channels and Profiles 6 Project Leaflets6 Project Newsletters5 Transnational Meeting Agendas and Minutes 1 Piloting Report5 Multiplier Events4 Internal Administrative Reports 4 Internal Financial Reports5 Internal Dissemination Reports 5 Quality Assurance ReportsOUTCOMES: With these outputs the target group, be aware of the concepts and principles of the garden based learning not just towards STEAM in kindergarten but in general as well as an educational approach. This will enable them to engage immediately with the theory and practice of the garden based learning as it relates to their own projects. They will also have access to a forum where the emerging ideas of early childhod education will be discussed.Partner org. will increase their capacity to educate others about the methodologies and the tools used on educationsla approaches on STEAM learning in early age and also be able to implement best practices in their operations as a model to other stakeholders. Meanwhile, participants will gain experiential knowledge and thus be equipped and motivated to apply this knowledge to their classrooms. The knowledge of all stakeholders on the field will be greatly enriched by involvement in the project and the reasonable expectation is that they will directly and tacitly disseminate that learning in a variety of settings.The project is expected to produce a number of intangible outcomes as well, including: -Improved quality and availability of STEAM teaching on a garden based resources for kindergartens - Increased capacity to successfully teach STEAM in a creative way- Exchange of knowledge and best practices among partners IMPACT Much is already been written about this aspect of results in the Impact section. However, briefly stated, this project will raise awareness about the benefits and importance of STEAM learning though garden based apprach in young age. This in turn will have a positive impact on preschool & kindergarten teachers on how they could use this approach in learning imprtant aspects of STEAM, in the same time it will help them get in touch with nature themselves and be more aware regarding permaculture.Aside from the outputs, the project will also produce a number of tangible and intangible results. Other tangible results include:- 6 partner organizations actively participating/organizing three (3) transnational meetings in Greece, Italy and Cyprus, four (4) national multiplier events (with at least 40 participants in Croatia , Greece, Turkey and Italy) and one final international at Cyprus.Project management results: - Successful implementation of the project and impact achieved: conditions provided through due professional strategic partnership establishment, careful planning, human and financial resources allocation, Project Management Plan, Quality and Evaluation Plan elaboration, etc. - Successful project dissemination and solid provision of project sustainability: Communication and Dissemination Plan elaboration, Dissemination activities realization, outstanding outreach provided through planned activities and networks available, etc.