There has been continuous development in the both age categories in the ordinary classes, which can be seen from these factorsThe skill of verbal expression has been developing faster in roles and in everyday life;The children are developing topics themselves during dramatization (for example they are thinking how would a cat talk and what would it say);The children have acquired new expressions;They are playing creative games by themselves;Are dramatizing independently more than last year;Noticeable improvement in implementing creativity;Collaboration skills have improved: can stick together, when organizing games the opinion of others is considered, during the game many theme developing arrangements are made;The children have the courage and skills to express themselves non-verbally, but there is room for improvement (Among the girls the skill of non-verbal expression has developed faster than among the boys).
Progress has taken place in every skill that we are rating for this project, as well among 3-4 year old and 5-7 year old children. The speed of developing different skills varies drastically between the children in ordinary groups and speech therapy groups. The development level of the speech therapy groups’ children is weaker than the other classes mainly due to lack of speech or slow progress of speech, but even so progress is also noticeable among this group, mostly in the age group of 5-7 year olds. The development of expression and collaboration skills is noticeable. Imagination is also improved. If in the autumn of 2010 the children lacked the knowledge to express themselves creatively, then now three children in the special class can impersonate roles.
In most groups, the fairytales of partner countries have all been used with children. In addition, there has been dramatizing based on viewed spectacles, developing new skills for example in the field of pantomime. The spring dramatizing’s level of year 2011 compared to the year 2010 showed that different creative games, acting games, collaboration games, encouraging of children in creative expression has given a good result – the children are bold, feel good in a role, act according to a role, are able to express themselves clearly, audibly and with different intonation. Stage movement has also improved. Working with the dances of partner countries was difficult, because they were hard to learn for the children in the kindergarten. Having said that, an Austrian song and dance from “Sleeping Beauty” and a Czech song play was used in a play in the year of 2011. In addition, children in the age of six and seven observed Irish dance in the mother day’s party.
There has been a fast improvement in knowledge about the European countries – children play memory game with interest (and independent), they ask questions about different countries. Mostly they know the flags of the countries, location on the map national foods and some more interesting objects or people with more exciting names (queen, the peeing boy). The main question about different people was, are they long dead still among the living (because some important people have lived away long ago). In addition, the children examine with interest the length between Estonia and other countries – how many states are between Estonia and another country. They ask by what means can one travel to these states. The younger children have gained new words such as sea, country, border and island faster. The dice-game proved difficult for the children. The game is played with the teacher’s help, because the children in age of six and seven are only learning to read and for this reason the teacher must read the texts for the children. There is also too much information. Even so, the children have gained much knowledge, they have learned different facts about other countries, they ask questions themselves and talk about places they have visited with their families. Surely we will continue playing both games, because they proved to be interesting and useful learning material in the kindergarten.
We had a test at the begginning and at the end of the project-in last week of May asking questions about partnercountries. As it seemed some of the questions answers have been getting more points than others as Czeck authors knowing, Austrian food knowing and Austrian biggest cities, also Lithuanians national animal knowing and Belgian state languages. Before going to another country most of our teachers were getting information from books, or internet regarding to this country, also talking to each other helps a lot-communication opens doors! But there is always room for improvement-some of the answers were not so good, but we can say that it was travel anxiety.
This project has given both our children and teachers so much, some of our work grains we can see later. We learned that together we are a team, together we can do a lot; we have gained new friends, new ideas, new knowledge, hope for the future. I hope that these experiences within us have been making us a better person. Thank you all!
The skill of verbal expression has been developing faster in roles and in everyday life;<br />The children are developing topics themselves during dramatization;<br />The children have acquired new expressions;<br />They are playing creative games by themselves;<br />They are dramatizing independently more than last year;<br />Noticeable improvement in implementing creativity;<br />Collaboration skills have improved;<br />The children have the courage and skills to express themselves non-verbally, but there is room for improvement. <br />Results of children verbal skills and creativity development.<br />
There is a difference between ordinary groups and speech therapy group children progress.<br />Imagination has improved among 5-7 years old;<br />The development of expression and collaborative skills is noticable;<br />Progress in speech therapy group.<br />
The children are bold, feel good in a role, act according to a role, are able to express themselves clearly, audibly and with different intonation. Stage movement has also improved.<br />Dramatizingbased on viewed spectacles, developing new skills for example in the field of pantomimeor storytelling with singing the story (Sleeping Beauty).<br />Use of different dances-children like them to watch, dance the easier ones.<br />Use of dramatizations and drama games.<br />
Estonian dramatization with Austrian song about Sleeping Beauty.<br />
Memory <br />Children play with interest;<br />They have learned new words;<br />They are interested of distances between the countries and ways of reaching the countries.<br />They know different flags and state names, objectives and food of specific country;<br />Dice-game is rather difficult for kindergarten children, teachers help is needed.<br />Children knowledge improvement about partnercountries.<br />
Knowledge has improved mostly.<br />Teachers have gained information from different sources.<br />Teachers are actively involved in looking information about partnercountries.<br />Teachers knowledge about partnercountries. <br />
Participation in different courses: kindergarten inner courses and self-found courses (storytelling festival in Tallinn, Our voice-our toolinstrument for work, dramapedagogy).<br />Tallinn legends-teachers dramatization in 4.03.2011 <br />Our kindergarten aim-learning throw playing-investigating new styles, methods, looking other teachers lessons and activities.<br />Visiting partnercountries schools, kindergartens, communication with partners-good opportunity to get acquinted to new teaching methods and styles.<br />Looking with children partnercountries dramatizations from DVDs, CDs-new ideas of dramatizing.<br />Teachers article writing skills have improved.<br />Improvement of teachers storytelling skills.<br />
Tallinn legends-Estonian teachers dramatization.<br />
Better in using computer programs-making movies, editing filmclips, adding text to the movie, work on our Comenius blog, making storybooks with special programs.<br />We had a course for ITC skills improvement.<br />Teachers ITC skill improvement.<br />