"Our project aims to bring healthy and environmentally conscious children in early childhood with the help of nature games. Our target group consists of 1,552 students in our partner schools, 3,104 parents and 73 teachers. Schools are located in an environment where urbanization is intense. Because of this, children do not have the chance to play in green and open areas. Thus, children who spend most of their time on television and computer,they live adaptation and attention problems at school. This increases the number of disadvantaged children who, are fast-paced and stressed individuals and face failure at an early age. A large proportion of the age range of 3-6 years characterized by specialists as a game age ,comes before school. Especially, it is stated that children who do not play in the open air are tense and unhappy because they can not allocate their energy, which leads to failure. Looking at the development of the child, it is seen that the most important life-cycle of earning environmental consciousness is the early childhood period. In this sense, the objectives of the Project are; - To support the children from early childhood so that they can be aware of the environment in which they live and protect them as natural habitats,and to develop them as conscious individuals -To see activities in different countries related to nature and transfer applications to schools -Improve curriculum - Removing children's insect phobia - Keeping children away from computer, television and indoor areas and bringing them to nature Develop original games that can be played in nature all over the world in the early childhood In line with these objectives, the activities to be carried out within the scope of the project; Seminar work aimed at developing materials, curricula and games that support the professional development of the teacher will be given by good workshop colleges. In the classroom, centers, aquariums and botanical garden application areas will be established to support children's environmental and nature education. In natural areas, nature excursions and exploration walks will be held. With fashion show and festival, children will have the opportunity to learn while having fun. Family support work will be done to support these studies at home. Exhibitor profile in the project; Participants and key staff; Local, regional, national and international studies with project execution experience, idealism and cooperation. Methodology of the project; - Creation of positions, distribution of tasks -To give education about budget, time and meeting management, -Monthly planning of activities - Project risk planning and monitoring Monitoring of the project process - Monitoring and evaluation of project outputs - Monitoring and evaluation of project dissemination activities Impact and results in the short term; 1. Impacts and consequences on the Participants; -Material, curriculum development Transfer of good practices to schools -International cooperation development 2. Impacts and outputs on children; - Loving nature, learning by discovering the environment, more time spent in nature to grow as happy and successful individuals -Being more authentic, safe walks in nature by defeating insect fob - Taking responsibility and contributing to the protection of the natural life 3. Impacts and outputs on the institution; Achieving school strategic plan goals -Extra development Achieving the priorities in the field of school education -To improve organizational culture, organization image and identity among employees 4. Impacts and outputs on the families; - Informing parents about parental education - Ensuring the continuity of the work at home Long-term goals; 1. Expected impact and outputs; Announcement of the results to the public through the intermediary Publishing project results on the web, social media -To support national and international results with e-Twinning project 2. Impacts and outputs on children; - Loving nature, learning by discovering the environment, more time spent in nature to grow as happy and successful individuals -Being more authentic, safe walks in nature by defeating insect fob - Taking responsibility and contributing to the protection of the natural life 3. Impacts and outputs on the institution; Achieving school strategic plan goals -AB 2020 working in accordance with strategic objectives -Extra development 1. Expected impact and outputs; Announcement of the results to the public through the intermediary Publishing project results on the web, social media -To support national and international results with eTwinning project -The multifaceted interaction foreseen for the education system of the future, social and social learning tools to be used from the young age in accordance with the educational goal of the children - Development of ""Lifelong Learning"" skills from the kindergarten"

Earth Overshoot Day inspired us.It is the date when humanity’s demand for ecological sources in that year exceeds what earth can renew in a year.2019’s overshoot day was on the 29th of July;we used up earth’s budget for this year before December.According to Global Footprint Network,if we move this date 5 days forward every year,we can carry earth overshoot day to December by 2050.We can achieve it via an easiest,a fastest and cheapest way:by adopting zero waste lifestyles and 5R rule(refuse,reduce,reuse,rot,recycle).The relation between zero waste and climate change is really strong.For any productions we have had;planet’s sources are exploited,raw substances are processed,products are transported to us,we buy these product and eventually many things we regard as rubbish go to landfills,water,soil or air.All these waste and used energy lead to greenhouse gas(GHG) emissions causing climate change.The more we consume,the more GHG emits.A zero waste approach will contribute to stop climate change stated in EU 2020 targets:20% cut in GHG emissions compared to 1990 levels and in Agenda2030 targets:To take urgent action to combat climate change and its impacts and reduce GHG emissions at least %40.Our project supports 2015 Paris Agreement whose goal is to cut the emission of gases.By making lifelong learning and mobility a reality and promoting the students to be active citizens,it will contribute to EU objectives as well.Our project is innovative in terms of drawing attention to relation between earth overshoot day and zero waste.ObjectivesTo increase awareness rate %20 in 5 partner schools about zero waste lifestyles by pointing the relation between zero waste and climate change.To reduce ecological footprint by increasing the rate %10 in 5 partner schools about adopting a zero waste lifestyle to ensure a sustainable life.To improve English language skills and other 5 countries’ basic native language skills of students.To reinforce participants’ ICT skills. To gain an international outlook by exchanging good implementations in international dimension.To strengthen participants’ perception of EU values of democracy,equality,respect for human dignity,rights and tolerance.To be aware of being unique as a nation,but also to be aware of being an irreplaceable part of European family.Project partners are France(Coordinator),Turkey,Poland,Lithuania and Portugal.There are 5 LTTs in the project;each includes 5 students and 2 accompanying teachers.Students,teachers,parents,administrators,school staff,local participants,non-govermental organizations will participate in project activities according to type of activities.To raise awareness seminars,workshops,logos,posters,calendars,bookmarkers,zero picnics,rap songs,t-shirt designs,zero waste clubs,celebrating zero waste week and World Day in schools,visits,e-handbook,e-picture book,painting contest,films,animations will be carried out.Grasping the significance of consuming less,participants will be ready for a zero waste lifestyle.Collecting waste batteries and oil,shopping activity by using fabric bags,t-shirt designs,planting trees,recycling of materials,zero waste picnics,producing compost,biogas,vinegar,natural cosmetics,zero waste clubs and workshops will contribute to reduce ecological footprint.Our aim is to put what we have learnt into practice.As stated in social media:“We don’t need a handful of people doing zero waste perfectly,we need millions doing it imperfectly.” Webinars,eTwinning activities,LTTs,e-newsletters,digital dictionary,e-handbook,e-picture book will contribute to improvement in English language and being acquainted with other partners’ mother tongue.Via LTTs,eTwinning activities,computer programs,social media platforms,web2.0 tools used in creating logos, posters,e-handbooks,e-picture books and e-newsletters ICT skills will be reinforced.Impact/results in the long termA project website,Twitter,Instagram and Facebook accounts where all project results will be shared will be created;they will be active at least 5 years.On our ongoing eTwinning project and group,all activities will be shared and disseminated.For sustainability of the project to promote zero waste and a sustainable life; Zero Waste Clubs which will be active after the project will be found.Social media pages in native language will be created to share the outcomes and make an impact.Project experiences will be integrated into the strategic plans to contribute to the long-term growth of schools.Zero Waste Week will be celebrated every year;competitions,exhibitions and zero waste picnics will be held.A new eTwinning and Erasmus+KA229 project on‘Sustainable Life’ will be started.Every year World Environment Day corner will be prepared.Sharing good practices and new ideas via webinars/Skype will go on. Publishing our project’s results and summary in Erasmus Results Platform and School Education Gateway will be a source of inspiration for coming projects.

Enhancing Active Citizenship through DEBATE gave the possibility to bring together learners and teachers from Italy, Bulgaria, Turkey, Greece,Poland to empower them with active citizenship skills; to strengthen the ownership of European policy issues by focusing on the youth’s lived experience through DEBATE. The project was a way to create innovative methodological solutions for un-formal education about European issues; to discuss topics of European significance in a safe, multicultural environment; to translate the principles of balanced, problem-based, argumentatively supported dialogue into a DEBATE, to innovate school curricula of the participant countries (one totally new to Erasmus+ programme) who benefited, through the exchange of good practices, the expertise of skilled trainers in this field. In the spirit of the project there was the willingness to reflect on the importance of active citizenship and different possibilities for civic action, especially for the young people, and understand how skills and knowledge built by debating approach can lead to more active young people and can have direct impacts on broader society. In the course of the project they haven’t only learned how to argue their ideas more eloquently, critically, and reasonably, and from their position, they were incentivized to understand the other side and were forced to realize there are two sides of every story, and that both sides might be rational and convincing. The project priorities were: social inclusion, promoting the acquisition of skills and competences, strengthening the profile(s) of the teaching profession.The project has certainly contributed significantly to the achievement of the following objectives:1. Elevate proficiency in the four English language skills.2. Develop and enhance Media Literacy knowledge.3. Increase reading comprehension skills. 4. Acquire argumentative literacy skills. 5. Increase social and cultural skills. 6. Strengthen the profile (s) of the teaching profession through training by supporting it in the adoption of collaborative and innovative practices, both digital and non-digital, and new methods of assessment.The 6 short-term exchange activities of groups of pupils were dedicated to a debate tournament with mixed teams thus promoting ‎cooperation and providing for multicultural experience in a working environment. INTERNET/SOCIAL MEDIA ‎, MULTICULTURALISM/XENOPHOBIA, GENDER, HATESPEECH/CYBERBULLYING, RESPONSABİLİTY TOWARDS THE CULTURAL HERİTAGE , EUROPEAN ISSUES were the topics selected to formulate the motions to be debated. The conceptual framework of the project was centered on four citizenship education competence areas: 1: Interacting effectively and constructively with others, including personal development (self-confidence, personal responsibility and empathy),communicating and listening;and cooperating with others. 2: Thinking critically, including reasoning and analysis, media literacy, knowledge and discovery, and correct and aware use of internet sources. 3: Acting in a socially responsible manner, including respect for the principle of justice and human rights; respect for other human beings, for other cultures and other religions; developing a sense of belonging; and understanding issues relating to the environment and sustainability, to the respect for the value of cultural heritage. 4: Acting democratically, including respect for democratic principles; knowledge and understanding of political processes, institutions, and organizations; and knowledge and understanding of fundamental social and political concepts. Finally, it aimed at developing and reinforcing networks, increasing their capacity to operate at a transnational level, share and confront ideas, practices, and methodsAs we completely reached the goals, we are sure that this project will continue to have an impact not only in our school but in our territories where we are already considered as the points of reference.The Italian school has been awarded the EUROPEAN LANGUAGE LABEL.Students and teachers, having been trained properly, will also be coaches for our newly-enrolled students. All the schools will try to implement the results of our network with another school for tournaments of Debate in foreign languages.Finally, schools who have acquired in the two-year project a solid debate program continue to implement this knowledge into other subjects as well - for example, a “debate-like” oral examination in math’s class, or in Law and economics class where subjects are taught in CLIL methodology, the Debate approach can become a useful strategy, which encourages students to not learn by heart but understand the topic to be able to discuss it when having the oral examination.

Across Europe there are issues with discrimination in schools based on people’s background and identities, this stems from a lack of awareness and understanding of equality, diversity, and inclusion (ED&I) issues such as migration, race, refugees, disabilities, ethnicity, religion, LGBT+, sexuality, gender and poverty. This project brings together at least 150 students aged 15-19 from 6 schools to become ED&I ambassadors, challenge discrimination and increase awareness of ED&I. Our key aims are to promote ED tackle discrimination; and to encourage social action and social/community responsibility amongst students and staff. Additionally, we are committed to prioritising students from disadvantaged backgrounds including refugees, migrants, religious-minorities, ethnic minorities, students with disabilities, students from low-socioeconomic backgrounds and students likely to drop out of school or less likely to continue into higher education. In the first year of the project schools will appoint student ED&I ambassadors who will learn about a different ED&I theme each month and devise strategies to raise awareness of these themes in their schools and communities.Timeline of potential monthly themes: - October- Black History Month and European Heritage- November- Tolerance & Community action - December- Disability Awareness- January- Holocaust Memorial- February- LGBT+ History- March- Women’s Month - April- Autism awareness- May- Heritage Month and Mental Health awareness- June- Refugee week and Pride Month In the second year of the project students will draw on what they learnt in the first year to devise their own social action project for their school and community. Students will use research and planning to learn about the needs of their peers and community to create an outcome that will benefit them and promote ED&I. The final campaign/output can be in any form including, a fashion show, book, performance, film, series of posters or event. Students will also continue to promote monthly themes using the material created in Year 1 of the project. The large breadth of the project means that students will have the opportunity to learn about a range of issues that do not typically appear on the school curriculum. Staff will also benefit as they will have the opportunity to share approaches with partner schools and devise strategies to raise awareness of ED&I in their schools whilst reducing bullying and discrimination.This project is innovative and interdisciplinary; and participants will develop a range of skills and knowledge during project activities.Students will:- Learn how about ED&I and raise awareness of ED&I issues-Learn research methods such as interviews and surveys -Actively engage in debate and political discussions -Tackle discrimination-Develop personal skills and key competences including intercultural competences, communication, teamwork, independence, andpublic speaking -Develop IT and creative skills -Learn creative approaches to creating campaigns and disseminating ideas including video, radio, photography, posters, art, essays and blog posts. -Develop language skills particularly English language skills for the students currently undertaking English lessons -Actively engage in their schools and communities Staff will: -Be better equipped to promote ED&I, tolerance, and anti-discrimination -Develop personal skills and key competences Outcomes -Ongoing ED&I student ambassadors-Student social action project-Project website and TwinSpace-Posters-Workshops and assemblies held in schools focused on project themes -Student conferences including student presentations and external speakers -Presentations focusing on key themes of the project created by students, which will be used during and after the project -Reports on student perceptions of ED&I issues -Postcards for schools showcasing traditions and cultures of partner schools -Celebration of ED&I dates and Erasmus+ Day -Project report/brochure to be disseminated in schools and community -T-shirts -Badges -Project video-Erasmus corner in schools Longer term benefits-Increased awareness of ED&I and more tolerant students and staff-Materials produced during the project will be used in the schools after the project is completed and will be shared publicly- Continued celebrations of ED&I themes in schools using material created during project-Reports will be available to the public via school websites, project website and eTwinning-Increase the motivation for learning among students from vulnerable groups-Students more motivated to engage in school, community and charity-Improve skills and competences such as critical thinking, communication, creativity, and teamwork-Increased awareness to innovative and interdisciplinary approaches to promoting ED&I-Staff better equipped for reducing discrimination-Stronger cohesion amongst partner schools, community hubs, local organisations

"<< Background >>The main purpose of this project is to adapt the theoretical developments in the field of art education in recent years and arts teaching methods and techniques developed in the light of these developments to early childhood period classroom practices and as a result to prepare an early childhood art education program for schools in Europe and Turkey. In this sense, our target audience of the project is early childhood children, their families, teachers, education center pedagogues that support adult education.In the globalizing world, the need for creative, digital, game-based, nature-centered, recycling-oriented sustainable arts education makes early childhood critical. Artut (2004) states that the child discovers nature with art education, and that his / her future holistic development will be enabled with creative and original thinking. Art education in early childhood contributes greatly to the personal, social, cognitive and physical development of children. However, kindergartens that provide early childhood education do not have an art program supporting all stages and areas of development and adapted to disabled and disadvantaged students. Since the early childhood period is critical for development, the program created supports the meeting of the needs and objectives of kindergartens. Kindergartens’ not having sufficient academic skills and personnel for program development makes the support of the district national education directorate important. Developing an arts education program in early childhood with the cooperation of schools in Turkey and Europe; has great importance for the future of education stakeholders and kindergartens.Because the program is needed by other schools apart from our partnership.It will meet the expectations of course center which will include early childhood art education in Erasmus + KA1 and KA2 programs. For this purpose, our priority needs are;- Preparing an education program that includes innovative and original teaching methods, techniques and materials in early childhood.- Adapting the program for disadvantaged and disabled students and also for distance education studies- Preparing a process-oriented student-centered ""Art Assessment Chart""- Establishing Art Workshops which allows education together with the theoretical and experimental.- Adding a universal dimension to the development areas of the Art Workshops in line with the demands, interests and needs of the students- Revising Art Workshops for disabled and disadvantaged students- Adapting ""artgame"" activities, which is a form of interactive art, both in class and digitally for kindergartens,- Cooperating with competent institutions to develop arts education programs- Ensuring the hardware competence of the classes where the program will be implemented, in this context turning the classes into art centers- Preparing activities to be supported with family participation in the program- Developing activities for nature, which is a visual art museum, to act as a ""teacher"" in artistic activities.- Developing eco-friendly “eco art activities” where science, nature and art meet- Creating recyclable art materials by integrating recycling and art education - Creating ""Mobile Art Workshops"" for students who do not have access to education- Practicing ""art therapy"" for the mental healing of disabled, disadvantaged and refugee children with the expressive art method- Meeting the need for digital materials and platforms in art education after the pandemic- Strengthening the school curriculum by transferring good practices to schools- Being able to prepare the resources needed by the teacher in art education- Increasing the quality and efficiency in early childhood education with the art education program- Handling with prejudices and negative and negative attitudes about art education-Integrating early childhood art education into the strategic plans of schools and institutions.<< Objectives >>In the study conducted by the Harvard University Child Development Center (2011), scientific findings indicate that while art activities support physical, mental,cognitive, socio-emotional development as a whole in early childhood.İn our project this situation makes compulsory to cooperate with competent institutions in order to meet our need for the early childhood period art education program. Although kindergartens carry out studies on art education within their own organization, they can’t meet the need for a scientific art program which is applicable by every kindergartens. The program which is needed must support the developmental stages and areas of children and adaptable for disabled and disadvantaged students. For this purpose, by creating nature-friendly, digital and game-based art education in early childhood and adapting it for students with limited opportunities and disabilities , we want to support the development of children and increase the quality of early childhood education in this context. In order to develop an art education program applicable to everyone in Europe and Turkey, the following is expected in our project;- Developing innovative methods and techniques for art education in early childhood, creating application areas for developed methods and techniques- Strengthening the teacher's professional competence in arts education -Consolidating art education with family participation studies- Establishing strong cooperation with partners and transferring good practices- Meeting the resource needs for the programs, activities and materials that teachers need in art education- Adapting the arts education program for children with fewer opportunities, disabilities - Creating a process-oriented, student-centered Art Assessment Chart in accordance with the developed program- Adapting the art education program and materials to digital environments- Integrating the game features with art, developing in-class artgames, adapting them for disabled and also interactive digital platform.- Using the expressive power of art through the method of art therapy to ensure the spiritual treatment and social integration of disabled, disadvantaged and refugee children - Introducing Mobile Art Workshops for disabled, disadvantaged and refugee children who do not have access to education, to introduce them to artistic activities, to raise awareness of the importance of pre-school in families and to increase schooling in the long term.-Organizing activities according to strategic goals to improve the organizational culture, image and identity in institutions and schools.- Including the arts education program in the Erasmus + KA1 training program of the project partner course center- To create sustainability awareness with unlimited materials offered by nature and recycled art materials that instill the importance of recycling.- Increasing the diversity of artistic activities in the inspiring nature, acting as a teacher, adapting the eco-art method for children- Organizing educational environments by creating Art Workshop in kindergartens- Creating real art and artist interaction areas in art education by including the ""Children's Artist Day"" activity in the education program of the schools- Breaking prejudices against art education in early childhood- Supporting children's readiness before primary school- Increasing the quality and efficiency in early childhood education with the art education program- Raising family’s awareness and developing possitive attitude about art -Preparing scientific publications at national and international level to contribute to academic studies,policies for early childhood period- Achieving the goals of cooperation partnerships in the field of Erasmus + KA2 school education- Contributing positively to child's social, individual and cultural development - Developing an Art Education Program and Art Therapy Activity Book for Early Childhood Period at the end.<< Implementation >>In order to develop an arts education program in early childhood, the following activities will be carried out by all partners locally;- Developing program, method, technique, material and activity - Adapting the program for disabled and disadvantaged students-Presenting, measurement and evaluation tool, the Art Assesment Chart to the service of all institutions and schools- Developing digital art activities for family participation- Introducing developed materials through mobile exhibitions to the surrounding schools - Organizing Mobile Art Workshops for disadvantaged students who can’t access education.- Conducting art workshop with the project experts and schools in the region to support new projects and ideas - Conducting workshops with institutions and schools in the region dealing with early childhood education to prepare lesson plans andmaterials in arts education -Giving seminars to the teachers of institutions / schools in the region about Art Therapy Activities. -Developing in-class and interactive ""artgames"" activities - Supporting the awareness of schools and people in the region with I Exist with Art Festival-Cooperating with institutions and schools dealing with early childhood education in the region and making meetings-Establishing art workshops according to arts education and purposes which are museums in early childhood education and opening to the use of schools in the region.- Supporting the transfer of good examples with videos and clips to schools / institutions, publishing on websites and social media- Supporting schools in the region to include them with their own work in order to generate new ideas for the project results via e-journal- Publishing recyclable art activities and materials in SEG and EPALE by creating the awareness of sustainability- Offering alternative applications to all institutions and schools which will include all activities carried out within the scope of the project, through website, facebook, instagram page and activity pool.- Broadcasting the project results to the masses with radio and television programs- Supporting project results and applications with brochures and bulletins- Implementating and disseminating the project results through eTwinning project- Integrating the Child Artist Day activity into the programs of the schools- Supporting policies on the subject with scientific studies, papers and articles- Publishing the art activities and eco-art techniques developed in nature, which is a visual art museum, on the project website, SEG and EPALE- Preparing an art education program and Art Therapy book in early childhood; Publication practices will be carried out on SEG, EPALE and the websites of the schools / institutions.International level applications; 2 people will attend the transnational meetings, one of which is the project legal representative and the project coordinator. Within the scope of the project,3 transnational meetings have been planned;Kickoff Meeting (Yenişehir district directorate / April 2022)Mid-Evaluation Meeting (Belgium Eekhout Academy / February 2023) Final Meeting (Sweden / Sabyholms Montessori Kindergarten/ December 2023) 6 transnational mobility will occur:4 people from each institution will participate in the transnational mobility.1) Italy Istituto Comprensivo Capol D.D (June 2022)LTT: Early Childhood Art Education Program2) Republic of Turkey Kindergarten (September 2022)LTT: Early Childhood Art Education Lesson Plan Preparation and Material Development3) Romania Gradinita Cu Program Prelungit (December 2022)LTT: Early Childhood Art Education Adaptation for the Disabled4) Swedish Sabyholms Montessori Kindergarten (April 2023)LTT: Early Childhood Art Education Adaptation for Distance Education5) Belgium Eekhout Academy ( June 2023)LTT: Preparing an Early Childhood Period ""Art Therapy"" Book6)Sweden Sabyholms Montessori Kindergarten (December 2023)LTT: Art Assessment Chart Preparation<< Results >>Expected results for children;- Contribution to the personal, social, physical and cognitive development of the child and their creativity will be supported.- A positive contribution will be made to the social, individual and cultural development of the child.- Children's ability to understand and express themselves will be increased- Peer learning and development, academic, social and communicative skills of individuals with fewer opportunities will be supported.- The readiness of children for the further education level will be ensured- Disadvantaged, disabled and refugee students will be treated by the art therapy with healing power of expressive art.- Creativity will be developed with eco-art activities that will be carried out with the teaching of nature, which improves the child's environmental awareness- Students will meet digital art which is compatible with pandemic conditions and globalizing world - With the developed artgames, children will create artistic products while playing.- In the multi-art workshops, students will improve their artistic skills with the activities chosen according to their interests, desires andabilities.- Mobile Art Workshops will support the development of children who do not have access to education.- With I Exist with Art festival, children are expected to transfer what they have learned through art education to daily life.Expected results for teachers;- The pedagogical competence and motivation of the teacher on the subject will be increased.- The resource the teacher needs in art education; educational program, games, materials and activities will be developed- ""Art Education Program in Early Childhood Period"" and ""Art Therapy Book"" will be prepared- The teacher's professional profile will be strengthened.Common expected results regarding the institution / schools;- Good practices will be transferred to schools and institutions- Goals of Erasmus + KA220 cooperation partnerships will be achieved- Strategic goals will be achieved in institutions and schools to develop the relevant organizational culture, image and identity.Expected results for families;- Education will continue outside the school with family participation activities- Their prejudices against art education in early childhood will be overcome- Art education and digital art awareness will be created in the child's family- The project will be spread to the families and their immediate surroundings.Expected results with dissemination studies;- Transferring good practices to other teachers within the framework of the in-service training program through participating teachers.- Works on Art Workshops will be shared with other schools / institutions in the region- The project will be disseminated locally and in the region with press and broadcast programs.- The project will reach a wider audience with e-magazines, web pages, instagram and twitter.- Thanks to the exhibitions and festivals to be carried out, our project will be introduced to other schools in our region and cooperation will be developed with institutions that support arts education in early childhood.- With eTwinning projects, our project will be supported in national and international platforms.Future relevant results of the project results;- Early childhood arts education program will be adapted to distance education- Providing different perspectives and supporting the formation of policies on arts education at national / international level in early childhood - Developing art program in the Erasmus + KA1 training program by course center- Preparing scientific publications at national and international level, contributing to academic studies- Learning in early childhood will facilitate children's future education - Quality and efficiency will increase early childhood educationThanks to new projects and cooperation, innovation is aimed in the education field.Stakeholder result; It is expected to raise awareness about arts."