Erasmus+ KA3 “Teachers4Europe: Setting an Agora for
Democratic Culture” (2018 - 2022)
National Dissemination Conference 2022
Monday 29 August 2022
LaskaridisFoundation, Piraeus
From Syros to Paris…with
a red balloon.
Sculptingthe distances in digital time.
Cultural activities in Kindergarten (guide of good practices of five schools of five European countries which took part in the
Erasmus+ project "My culture, your culture, our culture" 2018-2020
Serpentina Mediascapes Case Studies [2011-2013]Serpentina
MEDIASCAPES aims at exploring various relationships among types of space, media, and people, and approaching such findings from a media literacy perspective, by drawing inferences to be used in non-formal and informal learning of adults, especially and foremost in family settings
This project has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project website: http://mediascapes.eptabeta.com
The guidebook from the first Module - History.
It is a 2-year Erasmus+ project designed to develop and strenghten parnerships between 5 European schools. It aims at approaching different aspects of the theme of the enivironment via various topics and levels. The project is divided into 4 modules, each concerning a different, broad part of the environment: history and culture, relationships, technology and ecology.
A handbook with activities that have been designed, restructured or chosen by the teachers taking part in the Erasmus+ project Odysseu- Migration and its Influence on Teenagers (OMIT); a sum of five different teachers, 5 different countries and 5 different ways of approaching the immigration phenomenon, from 5 different socio-historical perspectives.
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
Cultural activities in Kindergarten (guide of good practices of five schools of five European countries which took part in the
Erasmus+ project "My culture, your culture, our culture" 2018-2020
Serpentina Mediascapes Case Studies [2011-2013]Serpentina
MEDIASCAPES aims at exploring various relationships among types of space, media, and people, and approaching such findings from a media literacy perspective, by drawing inferences to be used in non-formal and informal learning of adults, especially and foremost in family settings
This project has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project website: http://mediascapes.eptabeta.com
The guidebook from the first Module - History.
It is a 2-year Erasmus+ project designed to develop and strenghten parnerships between 5 European schools. It aims at approaching different aspects of the theme of the enivironment via various topics and levels. The project is divided into 4 modules, each concerning a different, broad part of the environment: history and culture, relationships, technology and ecology.
A handbook with activities that have been designed, restructured or chosen by the teachers taking part in the Erasmus+ project Odysseu- Migration and its Influence on Teenagers (OMIT); a sum of five different teachers, 5 different countries and 5 different ways of approaching the immigration phenomenon, from 5 different socio-historical perspectives.
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
: Although web survey has been a popular method of data collection in the academic com‐
munity, it presents meagre response rates, which primarily affect the validity of the results as well
as the reliability of the outcomes. Surveys worldwide that study the response rate only of teachers
have not been found in the relevant literature. In this survey, with a sample of 263 Greek teachers,
we investigate possible factors that explain teachers’ intention to participate in web surveys that are
conducted by online questionnaires indicating, therefore, the factors that probably influence the re‐
sponse rate of web surveys. Our findings support those factors such as (a) authority, (b) incentives,
(c) survey structure/form, (d) ethical issues, (e) reminders and pre‐notifications, and f) survey time
received, which seem to explain the teachers’ intention to participate in web surveys with question‐
naires. Based on the findings, methodology implications and limitations for researchers are dis‐
cussed.
Literacy: A Lifelong Process Through a Balanced Literacy ApproachZoeApostolouAndreado
Introduction. This paper attempts a critical analysis of literacy acquisition by
preschool children through a balanced literacy approach, a mixed method which
brings together elements from methods with an emphasis on code and from methods
with an emphasis on meaning. In particular, visuals of a balanced literacy approach,
as it takes place (or not) in Greek preschool education classes, are presented.
Goal. Individual issues, challenges and perspectives which are introduced by this
method are explored in comparison and in correspondence with the traditional and
outdated understanding of literacy, which links it to learning to read and write.
Emphasis is made on the strengths and weaknesses of a balanced literacy approach
in order to highlight the prospects for its application in early childhood education on
a larger scale.
Perspectives for project-based STE(A)M activities in early childhood educationZoeApostolouAndreado
The purpose of this study is to investigate project-based and problem-based
instruction STE(A)M activities for children aged 4-6 years old in STE(A)M
Preschool Classroom Environments. A French film (“Le balloon rouge”, 1956)
was the occasion for the creation of an authentic communication framework that
encouraged and supported the planning and the development of contextualized
STE(A)M activities based on educational robotics and computational thinking.
These were referred mainly to mathematical concepts through a problem-based
solving process. Students using several materials and strategies tried and attempted
to sculpt physical distances among nations and people using digital tools and in
particular using the Bee-Bot Robot. The results showed that pre-schoolers enjoyed
the use of digital tools and their possibilities corresponding to directional codes.
They used mathematical concepts and many non-standard (arbitrary) or
conventional measurement units as tools to solve the problem of sculpting the
distances. Furthermore, under the appropriate guidance and into an educational
robotic context, they managed to make the robot move in a correct and appropriate
way after mane repetitions and utilizing the opportunity to construct and reflect on
new learning trajectories.
5th INTERNATIONAL
CULTURE, ART and LITERATURE CONGRESS
Greek language educational practices at digital time
Zoi T. Apostolou, PhD in Educational Studies
Το θέμα αυτής της διδακτορικής διατριβής είναι οι «Γνώσεις, αντιλήψεις και
πρακτικές εκπαιδευτικών πρωτοσχολικής ηλικίας για τη διδακτική του γραμματισμού
και την πιθανή συνέχειά της από το νηπιαγωγείο στην Α’ τάξη του δημοτικού
σχολείου». Σκοπός της συγκεκριμένης ερευνητικής εργασίας είναι η μελέτη των
σχέσεων φυσικού/πρώτου και συμβατικού/σχολικού γραμματισμού στον χώρο που
πρωτοσυναντούνται, δηλαδή στο νηπιαγωγείο και την Α’ τάξη του Δημοτικού
Σχολείου. Ειδικότερα, μελετώνται τα αναλυτικά προγράμματα νηπιαγωγείου και Α’
τάξης του δημοτικού σχολείου ως προς το γνωστικό αντικείμενο της γλώσσας και
διερευνώνται οι αντιλήψεις νηπιαγωγών και δασκάλων της Α’ τάξης του δημοτικού
σχολείου σχετικά με το θέμα ύπαρξης ή μη σύνδεσης των δύο βαθμίδων,
νηπιαγωγείου και δημοτικού σχολείου, ως προς την ενίσχυση του γραμματισμού και
οι πρακτικές τους. Στη διατριβή αυτή μας απασχόλησε η απάντηση στα εξής
ερευνητικά ερωτήματα: α) Γνωρίζουν οι νηπιαγωγοί τις βασικές αρχές και τη
μεθοδολογία που προτείνονται στο Δ.Ε.Π.Π.Σ. και στον Οδηγό της Νηπιαγωγού,
όσον αφορά τον γραμματισμό και ποιες είναι οι αντιλήψεις τους για αυτά; β)
Γνωρίζουν οι δάσκαλοι/ ες της Α’ τάξης του δημοτικού σχολείου τις βασικές αρχές
και τη μεθοδολογία που αναφέρονται στο Δ.Ε.Π.Π.Σ. και στο Βιβλίο Δασκάλου, όσον
αφορά τη γλώσσα και ποιες είναι οι αντιλήψεις τους για αυτά; γ) Γνωρίζουν οι
νηπιαγωγοί το πρόγραμμα διδασκαλίας της γλώσσας στο δημοτικό σχολείο και
αντιστοίχως γνωρίζουν οι δάσκαλοι/ ες τις πρακτικές γραμματισμού που λαμβάνουν
χώρα στο νηπιαγωγείο και τι αντιλήψεις έχουν για αυτά; δ) Ποιες είναι οι αντιλήψεις
των νηπιαγωγών και των δασκάλων της Α’ τάξης του δημοτικού σχολείου για την
πιθανή ενιαιοποίηση των δυο προγραμμάτων, νηπιαγωγείου και πρώτων τάξεων του
δημοτικού σχολείου, όσον αφορά τη γλώσσα; ε) Ποιες είναι οι πρακτικές που
υιοθετούν οι νηπιαγωγοί και οι δάσκαλοι/ ες της Α’ τάξης του δημοτικού σχολείου
στις τάξεις τους για τον γραμματισμό (ποια παιδαγωγική του γραμματισμού φαίνεται
να υποστηρίζουν); στ) Πόσο επηρεάζονται οι νηπιαγωγοί και οι δάσκαλοι/ ες της Α’
τάξης του δημοτικού σχολείου από τις προσδοκίες και ανησυχίες των γονέων, όσον
αφορά τον γραμματισμό των παιδιών τους και ποιες πρακτικές υιοθετούν στη
συνεργασία μαζί τους; ζ) Ποιες είναι οι αντιλήψεις και οι πρακτικές των νηπιαγωγών
και των δασκάλων της Α’ τάξης του δημοτικού σχολείου για τη μεταξύ τους
συνεργασία, όσον αφορά τη γλώσσα;
Η συλλογή των ερευνητικών δεδομένων έγινε: α) με τη χορήγηση
ερωτηματολογίου σε τελικό δείγμα 326 νηπιαγωγών και 306 δασκάλων που
διδάσκουν τη χρονιά διεξαγωγής της διαδικασίας στην Α’ τάξη δημοτικών σχολείων
των νομών Αχαΐας και Ηλείας, που ανήκουν στην Περιφερειακή Διεύθυνση
Εκπαίδευσης Δυτικής Ελλάδος, και β) με τη διεξαγωγή ημιδομημένων συνεντεύξεων
σε 32 νηπιαγωγούς και δασκάλους της Α’ τάξης δημοτικών σχολείων των νομών
Αχαΐας και Ηλείας από αυτούς που συμπλήρωσαν το ερωτηματολόγιο.
Από τη Σύρο στο Παρίσι… Με ένα κόκκινο μπαλόνι:
σμιλεύοντας τις αποστάσεις με ψηφιακά εργαλεία
Ζωή Αποστόλου
apostolo@upatras.gr
Η παρούσα εισήγηση παρουσιάζει μια
«καλή πρακτική» που έλαβε χώρα ‘δια ζώσης’,
από την αρχή της σχολικής χρονιάς 2019-2020,
στο 5
ο Ολοήμερο Νηπιαγωγείο Ερμούπολης, της
Διεύθυνσης Πρωτοβάθμιας Εκπαίδευσης
Κυκλάδων.
Η καλή πρακτική συνεχίστηκε ‘εξ
αποστάσεως’ κατά τη διάρκεια της νέας
εκπαιδευτικής πραγματικότητας, όπως αυτή
διαμορφώθηκε από τις συνθήκες που
επικράτησαν από τον COVID 19.
Μετάβαση από το νηπιαγωγείο στην πρώτη τάξη του δημοτικού σχολείου: πρακτικ...ZoeApostolouAndreado
H πορεία προς τον (εγ)γραμματισμό δεν
είναι υπόθεση κάποιων χρόνων σχολικής παρακολούθησης, αλλά είναι
μια δια βίου διαδικασία (lifelong learning) που αντιμετωπίζεται σαν ένα
συνεχές με διάφορα επίπεδα που κατακτώνται κατά τη διάρκεια ζωής
του ανθρώπου, από το βασικό στο πιο ανεπτυγμένο.
Ερωτήματα:
Κατά πόσο το εγχειρίδια για το γλωσσικό μάθημα στην πρώτη
τάξη λαμβάνουν υπόψη αυτά που τα παιδιά γνωρίζουν από το
νηπιαγωγείο ή το οικογενειακό περιβάλλον;
▪ Πώς, κατά συνέπεια, διασφαλίζεται η συνέχεια αυτών που έχουν
μάθει τα παιδιά στην προσχολική ηλικία με αυτά που καλούνται
να μάθουν στην πρώτη τάξη;
▪ Πώς προσεγγίζουν οι νηπιαγωγοί τον προφορικό και γραπτό
λόγο;
▪ Πώς διδάσκουν οι εκπαιδευτικοί της Α’ τάξης του δημοτικού
σχολείου ανάγνωση και γραφή;
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
From Syros to Paris.pdf
1. Erasmus+ KA3 “Teachers4Europe: Setting an Agora for
Democratic Culture” (2018 - 2022)
National Dissemination Conference 2022
Monday 29 August 2022
Laskaridis Foundation, Piraeus
2. From Syros to Paris…with
a redballoon.
Sculpting the distances in digital time.
Zoi Apostolou
apostolo@upatras.gr
3. This presentation concern a "good practice" that
took place “face-to-face", from the beginning of the
school year 2019-2020, at the 5th Kindergarten of
Ermoupolis, Syros-Cyclades.
This “good practice" continued 'remotely’ in the
new educational setting, as shaped by the conditions
prevailing from the pandemic COVID-19.
4. Preschool teacher, in view of the new conditions, activated
mediating digital tools that encouraged the participation of all
students in remote teaching and learning.
The program of remote teaching took into account:
• The unique needs and capabilities of each age and each
preschooler.
• The digital abilities of each preschooler.
• The peculiarities of distance education.
• Careful planning of the environment and educational
material.
Then after our return to school, in face-to-face teaching, the
program continued with new in-person actions.
5. The asynchronous remote teaching had the following
objectives:
•Maintaining contact between teachers and students
•Maintaining students' contact with teaching and
learning
•Awareness of the particularities and requirements of
the new learning environment
•The active participation of students and cooperative
learning
•The activation of the student and the safe path to self-
activity, self-learning, maturity and knowledge
•Maintaining the cultivation of the concepts of
democracy, human rights, equality, justice, freedom
6. With the screening (in face-to-
face teaching) of the French
short film
"The Red Balloon"
(Le balloon rouge, 1956)
preschoolers "became friends"
with the hero of the film,
developing a special
relationship, emerging from
the authentic communication
framework utilized by their
teacher.
7. During remote teaching the relationship between
the hero of the film and preschoolers was
artificially strengthened from their teacher to
encourage:
- Continuity in the culture
- Traditions and learning experiences at home
and in kindergarten through cultural
exchanges
- Students' emotional and social skills
- Cultivation of human value system
8. A website created
through which activities (video, images, audio,
interactive content) were promoted with the utilization
of digital tools (internet, e-mail, software, platforms,
google map, google, etc.) to support preschoolers in
their learning process.
The eight (8)participating preschoolers with the support
and guidance of their teacher and their parents
participated actively and with undiminished interest in
all activities.
9. • Discussion about the film's hero (preschoolers themselves named
"Francois" through a voting process) and his life in Paris.
• Virtual tour of Paris and comparison of the city in its current
appearance with the Paris depicted in the film (google maps, google
earth).
• Comparison of the hero's lifestyle in Paris with the life of the young
students in Syros (quality of life, school time, interpersonal relations,
friendships, family time, etc.).
• References to common cultural elements, human rights and
democracy in these two places.
• Language activities with the initial letter of the hero, Paris, with
French words, writing and exchanging letters, electronic messages
with the little protagonist of the film.
• Numbering, matching, sorting games, etc.
10. My dear students, Francois, our
friend with the red balloon, has
sent us a letter!
He looked up my address and sent
me a letter at home! I am sending
it to you to read and enjoy as I do!
He tells us about Paris and the red
balloon and awaits our news!
So let's send him a drawing, a
letter, a photo, a message in any
way you want.
To see Francois and his red balloon
with your loved ones, click here:
https://youtu.be/V12H2mteniE
Also listen to our favorite song
here:
https://youtu.be/ku-_rKLKyI8
11.
12. Preschoolers with the help of their parents answered to
the letter-call of their little friend from Paris
13. My students!
I have news!
A letter has
arrived from
Francois…
He took your
own letters and
sent us a card,
lots of pictures
from Paris, and
he's asking for
something from
you!
Let's see...
16. My dear friends, I have some
bad news to tell you. Some
kids who wanted my red
balloon stole it from me...I'm
really upset. No one has the
right to take their favorite
things from another. If they
had asked me, I would have
let them play with him for a
while. What would you do in
my position?
Bisous, François
Hello my friend Francois, I am very
happy because on Monday my school
will open and I will see my friends!
But I am very upset about what
happened to you. I'm mad with the
kids who stole your balloon. No one
has that right. As much as I want
something, I am patient and ask for
it politely. On Monday when we go
back to school we will consider about
with all my friends and we will all
write you a letter together. on our
island, however, people respect and
protect other people's things.
Your friend from Syros,
Konstantinos
My dear student’s this time Francois sent me an email.
I think someone helped him, but as you can see our dear friend
has found a way to contact us again!
17. Then, by the opening of schools on 1st of June 2020, the actions
continued face-to-face. Preschoolers, initially upon their return to
school, showed interest to:
- Watch the film again, in a reflective mood and with the aim of
introducing their little friend to their classmates.
- Discuss and reflect on Francois' life in Paris, on the conditions
that prevailed there during the Covid19 period and comparison with
the conditions on our island.
- Reflect about what happens to their friend, the theft of the
balloon.
- Reflect about human rights and democracy in Syros and in Paris.
- Suggest and send messages to help their friend.
18. Questions emergent:
• What is a right (good) action and what is a wrong (bad)
action?
• The theft of Francois’ balloon was a right or wrong action?
• What is human right?
• Is there democracy in Syros and Paris?
• Are people respecting the human rights in Syros and Paris?
• Do we have the right to take whatever we like/want
without permission?
19. Messages to François
No one has
the right to
take Francois'
balloon, it is
only his
We are all
friends but
the balloon
belongs to
François
We must all
strive for
freedom
and
democracy
No one has
the right to
take from
someone
what belongs
to him
Friendship
and love
between
Paris and
Syros
In Greece
we respect
and protect
freedom
and rights of
others
20. We are all friends
but the balloon
belongs to
François
28. The program entitled
"From Syros to Paris...
with a red balloon: Sculpting
distances in digital time"
was an unprecedented
experience for teachers and
mainly for preschoolers.
• Teachers and students maintained contact with each other, the
students kept in touch with teaching and learning,
• Teachers and students realized the particularities and requirements
of the new learning environment,
29. • Preschoolers actively participated and collaborated in the context
of a new learning experience (self-activity, self-learning, maturity,
knowledge),
• There was a cultural exchange and acquaintance with another
place,
• They were bridged distances and connected cultural cultures
through intercultural exchanges, the interest in getting to know
other places, languages, attitudes, cultural elements
• Empathy, love for other people, different cultures and traditions,
friendship
• Equity, equality, respect for rights of others in the context of a
differentiated teaching and integration were cultivated
• Parents actively participated in the remote actions for its
activation interest of their children and their active participation.
30. Preschoolers, teachers and
parents formed a community of
collaborative learning through
which diffusion of cultural
elements took place. Also, there
was activation of empathy and
interest of preschoolers for
values as
democracy, human rights,
freedom, friendship, integration,
differentiation, justice!