<< 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.