<< 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