METHODOLOGICAL GUIDE OF GOOD PRACTICES : ACTIVE STRATEGIES FOR INCLUSION AND DIVERSITY IN EARLY CHILDHOOD A.S.I.D.E.C

1
Coordinators: CIULEI FLORENTINA, STEFANOVA LILI,
KRSTEVSKI DIMITAR, KORTUS MIKOLAJ, KARAKAS NURTEN
MOLDOVEANU ELISABETA
Kortus Mikolaj
Karakas Nurten
Moldoveanu Elisabeta
Răzvad
2023
Active strategies for inclusion and

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EDITORIAL TEAM:
Ciulei Florentina Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Anghel Carmen Elena Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Antonescu Grațiela Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Cuculea Cătălina Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Dragne Raluca Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Gheorghe Angelica Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Stoiculescu Simona Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Vișan Ioana Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Coordinators: CIULEI FLORENTINA, STEFANOVA LILI, KRSTEVSKI DIMITAR, KORTUS
MIKOLAJ, KARAKAS NURTEN, MOLDOVEANU ELISABETA.
”METHODOLOGICAL GUIDE OF GOOD PRACTICES : ACTIVE STRATEGIES FOR
INCLUSION AND DIVERSITY IN
EARLY CHILDHOOD A.S.I.D.E.C.”, RĂZVAD, 2023.
ISBN 978-973-0-39381-1.

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COORDINATORS:
Stefanova Lili Detska gradina Parvi yuni -BULGARIA
Krstevski Dimitar DMU Todor Skalovski -Tetoec – NORTH MACEDONIA
Kortus Mikolaj Prywatne Przedszkole Akademia Maluchow Nr 2 w Grodzisku
Wielkopolskim -POLAND
Karakas Nurten Sait Ciftci Ilkokulu – TURKEY
Moldoveanu Elisabeta Kindergarten Model – ROMANIA
COLECTIVE OF AUTHORS:
Anghel Carmen Elena Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Antonescu Grațiela Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Ceaușu Ioana Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Cristea Liliana Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Cuculea Cătălina Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Dragne Raluca Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Dumitru Carmen Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Ene Ana-Maria Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Ene Raluca Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Gheorghe Angelica Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Gheorghe Florentina Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Gheorghe Nicoleta Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Olteanu Ancuța Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Stegăroiu Ionela Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Stoiculescu Simona Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Stroe Violeta Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Vișan Ioana Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Ibănescu Corina Kindergarten ”Raza de Soare” -Târgoviște - ROMANIA
Stefanova Lili Detska gradina Parvi yuni -BULGARIA
Mihaylova Elena Detska gradina Parvi yuni -BULGARIA
Andronova Dimitrinka Detska gradina Parvi yuni -BULGARIA
Bobeva Elka Detska gradina Parvi yuni -BULGARIA
Simeonova Pavlinka Detska gradina Parvi yuni -BULGARIA
Peeva Stefani Detska gradina Parvi yuni -BULGARIA
Krstevski Dimitar DMU Todor Skalovski -Tetoec – NORTH MACEDONIA
Kortus Katarzyna Prywatne Przedszkole Akademia Maluchow Nr 2 w Grodzisku
Skrzypczak Magdalena Prywatne Przedszkole Akademia Maluchow Nr 2 w Grodzisku
Dobrici Andreea Kindergarten Model – ROMANIA
Florea Elena Daniela Kindergarten Model – ROMANIA
Marin Magdalena Kindergarten Model – ROMANIA
Matache Alexandra Kindergarten Model – ROMANIA
Akar Zeynep Sait Ciftci Ilkokulu – TURKEY
Aydoğan Aysun Betül Sait Ciftci Ilkokulu – TURKEY
Gündoğdu Gülümser Sait Ciftci Ilkokulu – TURKEY
Karakas Nurten Sait Ciftci Ilkokulu – TURKEY
Özkok Nilay Sait Ciftci Ilkokulu – TURKEY

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✓ METHODOLOGICAL GUIDE OF GOOD PRACTICES, ISBN 978-973-0-39381-1, was developed by
teachers from 6 school institutions in 5 countries, within the COOPERATION PROJECT IN THE FIELD OF
SCHOOL EDUCATION KA 220, ERASMUS+, Reference number 2021-1-RO01-KA220-SCH-000030958, Active
strategies for inclusion and diversity in early childhood, A.S.I.D.E.C., implemented between 01.11.2021-31.10.2023
✓ The opinions expressed in this METHODOLOGICAL GUIDE OF GOOD PRACTICES belong to the
authors.
✓ The authors. assume full responsibility for the ideas expressed, for the documentation invoked and the
sources cited in the materials in the publication METHODOLOGICAL GUIDE OF GOOD PRACTICES .

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METHOD CARD
Active strategies for inclusion and diversity in a early childhood, A.S.I.D.E.C.
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country and
institution
Romania, Raza de Soare Kindergarten, Targoviste
2.
Teacher/ Teachers Cristea Liliana
Ene Raluca
3. Name of the method Didactic game – Discover the opposite meaning words!
4.
Aim of the method Discovering the pairs with opposite meanings words through various
ways of working (introduction of Web tools)
5.
Age of children to whom
this method is appropriate
3 – 7 years old
6.
Brief description of the
method
The children’s attention and orientation of their thinking towards what
they are going to learn is realised using the ChatterPix Kids
application.
a) The application that animates objects (children are asked to form a
sentence starting from the 2 glasses placed in front of them: one is
filled with tea, the other one is empty. The teacher take a picture of the
glasses, records the sentences formed by 2 children with the help of
the application; the glasses will reproduce the sentences said by the
children, in which the antonyms are full-blank).
b) The children will associate some tokens with familiar objects in
order to discover the pairs of words with opposite meaning (happy-
sad; clean-dirty)
c) The preschoolers will realise drawings representing pairs of words
with opposite meaning. Depending on the age level of the kids, if they
are too small and cannot draw, they can use photos or various images
from the internet.
d) The children's drawings or other images / photos will be
transformed by the teacher into puzzles with the
https://www.jigsawplanet.com/
application. The children will solve the puzzles to discover the pictures
and they shoud do the corrrect association actions to find the pairs of
the words with opposite meaning;
e) The teacher creates a test on
https://wordwall.net/ro/resource/28982064/antonime
in which he uses either the drawings made by the children or the
images created by him, or photos. The preschoolers will make the
association of the images in order to discover pairs of words with
opposite meaning.
7.
Ideas for educational
activities
The educational game Discover the words with the opposite meaning!
can be used in a Language Development activity (Activities on
Experiential Areas) with the whole group of children or in the
activities chosen by the children in the areas of interest (Library,

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Manipulatives, ICT), working with small groups of children, in pairs,
or individually.
8.
Other notes By introducing web tools to solve the tasks of the educational game
Discover the words with opposite meaning (complication of the game),
but also of other educational games, both children and teachers
develop their ICT work skills, language skills, creativity. At the same
time, it can be a pleasent way to spend your free time.
9.
3-4 method photos
full glass – empty glass
ChatterPix Kids
(clown) happy – sad (car) clean – dirty

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Happy
https://www.jigsawplanet.com/?rc=play&pid=388c4e6b2b34
Sad
https://www.jigsawplanet.com/?rc=play&pid=279109ea47fc
https://wordwall.net/ro/resource/28982064/antonime

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
Romania, Rază de Soare Kindergarten
2.
Teacher/ Teachers Dragne Raluca
Stegăroiu Ionela
3. Name of the method Starbust
4.
Aim of the method Stimulating creativity, language and distributive attention, by asking
questions and making connections between discovered ideas and solving
a problem.
5.
Age of children to
whom this method is
appropriate
5 – 6 years old
6.
Brief description of
the method
The children sit in a semicircle and propose a problem to solve. The
central idea is drawn or written on the big star. On the other five stars is
written a question like: WHAT? WHO? WHERE? WHY? WHEN?, and
five children in the group draw a question.
The "ant" divides the five stars with questions to five children. The
teacher will read to each child who will take the star, the question on it.
The five children choose their co-workers and thus form five groups
corresponding to the five types of questions. Listen to the story in turn.
In the group, questions are asked for each passage heard. They are
retained for the final stage.
After listening to all the excerpts and developing questions, the "Question
Game" can be initiated, a game in which the children ask the questions
in the group.
Finally, questions are chosen whose answers suggest the main aspects of
the story.
7.
activities
Other questions children can ask:
What did the crickets do?
What did the ant do?
What did the crickets of the ant ask of him?
WHEN?
When does the action take place, in what season?
When do crickets sing?
WHY?
Why didn't the crickets work?
WHO?
Who helped the cricket?
Who bragged all summer?
8.
Other notes The Starburst method can also be used in environmental awareness and
mathematical activities, being a source of new discoveries, through
which more knowledge is synthesized.

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2.
Teacher/ Teachers Ene Ana – Maria
Vișan Ioana – Alexandra
3. Name of the method Butterfly – String painting
4. Aim of the method Development of artistic sense and taste for beauty in art and nature
5.
this method is
appropriate
3 – 6 years old
6.
method
We need a sheet of A4 paper, colored gouache and a piece of thin
string. The paper folds in half, like a book. We need to put a few drops
of gouache, various colors, on one of the halves of the paper.
Then, the string is placed on the half of the paper with the gouache, so
that a short piece of string remains outside the sheet of the paper.
Close the sheet of paper and press with the palm of your hand to mix
the colors, pulling the string down and up during this time. Then, we
remove the string from the paper by pulling it lightly. We open the
paper and find that the result of this mixture is a wonderful, colorful
butterfly.
7.
activities
This method can be used in art education activities - color fusion, for
example, but also in science activities, to observe the wings of the
butterfly.
8.
Other notes What is most interesting about this method is that no artwork will look
like another, because the difference is the way the color drops are
placed on the paper and the way the string is drawn on the paper.
9.
3-4 method photos

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2.
Teacher/ Teachers Ciulei Florentina
Dumitru Carmen
3.
Name of the method Regulation zone
Activity based on Content and Language Integrated Learning
4.
Aim of the method To get students acquainted to sounds and pronunciation, to words
related to different topics;
To educate the phonemic hearing;
To be able to repeat, perform, produce language, vocabulary and
structures;
To use the acquainted language in real-life situations;
To perceive correctly the proper English intonation and accent;
To practice words and structures in familiar experiences, in order not
to get confused;
5.
5- 6 years old
6.
method
CLIL is a dual-focus teaching approach in which an additional
language is used to teach both content and language.
A key feature of the CLIL approach is that it aims to learn content and
language simultaneously.
Zones of Regulation is a tool used to help students identify and
communicate how they are feeling in a healthy way. It also gives
students ideas for how to feel better in a healthy way.
The tool “Zones of Regulation” involves four phases of alertness and
emotion- Blue, Green, Yellow, and Red. Most teachers who use this
tool have a poster for each color in their classroom, with a small
picture and label for different emotions that students can use to
identify how they feel. Emotions in the Blue zone involve low levels
of alertness; like sadness, boredom, or feeling sick. The Green zone is
the goal zone. Students in the Green zone are feeling alert, happy, and
focused. The Yellow zone is when students have higher levels of
alertness, but may be anxious, silly, or frustrated. Students in the Red
zone need the most attention, as they might be feeling rage, panic,
mania, and any other strong emotion that makes them feel out of
control. The Zones of Regulation tool also involves including
strategies for specific zones to help students move to the green zone.
For instance, some suggestions for strategies for the red zone might be
taking a small jog or doing some yoga. This tool fits in the corrective
phase because it helps students understand their emotions and better

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control their actions. For instance, if a student is feeling anxious and
as a result is distracting others, a teacher can use this tool to ask the
student which "zone" they are in. If the student takes a second to look
at the different illustrations and answers that they are feeling anxious
(the yellow zone), the teacher can invite the student to revisit the list
of regulation strategies previously discussed for the yellow zone, such
as taking some deep breaths or some meditative coloring. The initial
discussion of the activity at the beginning of the school year would fit
into the preventative phase, as it helps students understand that they
will be learning in an environment where emotions are accepted and
respected on every level. The Zones of Regulation tool is both student
directed and collaborative, as it helps students learn to regulate their
own emotions, and it encourages positive communication between
teachers and students.
Words and expressions integrated in our Routine activities/ Circle of
discussions:
Blue
Green
Yellow
Red
I am tired
I am sad
I am happy
I am angry
7.
activities
This method can be used in every moment of the day to practice
vocabulary and structures in a foreign language.
7.
3-4 method photos

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the
country and
institution
Bulgaria, Gorna Oryahovitsa, Kindergarten ‘‘Parvi june“
2. Name of the method Picture story
3.
Aim of the method 1. Improving the skills of composing a short creative story based on a picture
of inclusion and diversity.
2. Stimulating children's creativity and imagination.
4.
Age of children to
whom this method
is appropriate
6 – 7 years old
5.
the method
Through the game named "Blind man" we lead the children’s attention to the
differences between people.
Divide the children into two groups by using red and blue circles.
The first group arrange a puzzle using the website:
https://puzzlefactory.pl/en/tags/inclusion?fbclid=IwAR3lMjeND3yJS8acT_
iq6C3ekfIixUt1S-_CdfCqqLDc0O-O8wkBl-NseCY
After that the children compose a story with the help of teacher’s questions
The second group makes up a story based on three pictures.
The children look at them, discuss and make up a story.
The two groups present their stories to each other.
The lesson finishes with an art activity.
6.
Ideas for
educational
activities
It is possible to use characters from relevant fairy tales and create a new fairy
tale.
After that the children play the story with puppets.
7. Other notes Changing different activities in a lesson keeps children's attention for longer.
8.
3-4 method photos

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2. Name of the method Paint on Wet Paper
3.
Aim of the method Children understand that everyone is different but blending together
in work and play make the world wonderful.
4.
6-7 years old
5.
method
Paint on Wet Paper
Get a big sheet of paper completely wet.
Dip it right into the water in the sink.
Smooth the paper out on a cookie sheet or plastic tabletop.
Brush thick, wet watercolors on top.
They blur and fuzz out on the wet paper, blending together and making
wonderful shapes.
6.
activities
The same aim you could achieve similar way:
Put some watercolor paints on a sheet of paper.
The children use water bottles to spray the sheet.
Let them watch how the colors run and blend together to make
something beautiful.
7.
Other notes Using arts and crafts is a great way to teach kids about diversity. This
will help get them hands-on and really understand the importance of
our differences.
8.
3-4 method photos

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
DMU Todor Skalovski-Tetoec, The North Republic of Macedonia
2. Teacher/ Teachers Dimitar Krtevski
3.
Name of the method Follow the line – inclusion and diversity – linguistic and artistic
competencies
4.
Aim of the method Improving and developing the basic natural movements – walking;
Improvement the whole locomotoric system;
Developing orientation in space.
5.
Age of children to
whom this method is
appropriate
6 – 7 years
6.
method
The game begins with drawing lines which in turn should be distorted.
Then each child should go along the line and watch out on the track.
When the line is full the children have to walk with two legs when it
is interrupted need to jump if it is drawn with the help of points
needing to jump on one leg.
7.
activities
Every child can draw a line and follow it or only two loungers can be
drawn and children can be divided into two groups so the game will
be competitive. The team that first passes the line without making a
mistake is the winner.
8.
Other notes Participants: 28 children
Age: 6 – 7 years
Materials: Credits in color
Duration: 30 minutes
9.
3-4 method photos

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
2. Teacher/ Teachers Dimitar Krstevski
3.
Name of the method Artist in nature
Inclusion and diversity – linguistic and artistic competencies
4.
Aim of the method To encourage independence of the child in performing simple artistic
research activities;
The kids use language for communication.
5.
Age of children to
whom this method is
appropriate
6 – 7 years
6.
method
Every child gets a sheet of block, tube and dissolved tempered colors.
The child needs to put a brush, tube and dissolved tempered colors.
The child with the brush with dissolved paint and with the tube need to
blow to disperse the color of the sheet.
7.
activities
Child drowns only with a tube
8.
Other notes Age: 6 – 7 years
Participants: 5 children
Materials: blocks, tube, tempered paint, water cups
Duration: 20 min
9.
3-4 method photos

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
Poland, Prywatne Przedszkole Akademia Maluchów.
2.
Teacher/ Teachers Magdalena Skrzypczak
Katarzyna Kortus
3. Name of the method Design method
4.
Aim of the method The aim of the method is to involve children in action, to make a
Valentine's Day card on their own together with their parents at
home.
5.
2,5 – 6 years (10 children with Autism Spectrum)
6.
method
Individual method
7.
activities
Announcement of the action of making a Valentine's card;
Throwing into a valentine’s box;
Dealing cards.
8.
3-4 method photos

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
Romania, Model kindergarten
2. Teacher/ Teachers Marin Magdalena
3. Name of the method The TV
4.
Aim of the method To encourage children to talk about themselves, to learn to
introduce himself/herself or others.
5.
the method is appropiate
3 – 6 years old
6.
method
For children at the age of 3-4 years old: a frame is made of
cardboard. During the activity, children, holding the TV frame in
front of them, talk about themselves: say their name, age, what they
like, who their friends are, what they have got etc. Then, by saying
another child‘s name, the child gives the frame to him/her.
For children aged 5-6 years old: A TV frame is made of cardboard
or Lego cubes. Children in pairs, or alone, can prepare various
presentation of a chosen topic (professions, seasons, weather,
means of transport etc.)
7.
activities
Various TV Programs can be arranged, children‘s presentation may
be video recorded and watched together. This stimulates children‘s
self-confidence, skills of collaboration and communication.
8.
Other notes The method is suitable for children of different ages. It does not
require resources of time of materials to prepare. The method is
suitable for both individual and team work.
9.
Photos of the method

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2. Teacher/ Teachers Alexandra Matache
3.
Name of the method Emotions through the magnifying glass
4.
Aim of the method To encourage children talk about their emotions and feelings.
To notice positive emotions, feelings.
To educate them reflect on their feelings, emotions.
5.
Age of children to whom the
method is appropiate 4 - 6 years old
6.
method
A friendly dragon needs the children‘s help to find out how he‘s feeling.
The children will be the dectective and, using a magnifying glass will
identify the dragon‘s emotions and feelings and discuss about them.
Having a round of discussions with children, the cases that makes
someone happy, what they enjoy, what they are thankful for, what makes
them sad, or angry.
The children will try to find out what made the dragon feel a certain way
and how could he improve his feeling.
This encourages children talk about their feelings, notice positive things
surrounding them, teaches reflection on and identification of their
feelings.
7.
activities
This method can be used when analysing various other topics. This
activity may engage parents of the children.
Other notes At the end of the activity the children can draw the emotion they found
with the magnifying glass.
8.

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
Turkey, Sait Çiftçi İlkokulu
2. Name of the method Drama
3.
Aim of the method Stretching description receives emotion and action instructions.
Perception and attention games are played for the sake of concentration
training.
Find creative solutions with students in their class.
Experiences group consciousness.
Solidarity begins with classmates.
We solve and overcome obstacles together
4.
this method is
appropriate
4– 6 years old
5.
method
Children divided into groups, and the group’s first talked about what was
happening on the ship.
Then everyone talked about which ship they would make on craft paper.
Then everyone painted their ships. They boarded these ships and the
storytelling began.
We animated the progress in the interactive sea. Every time something
happened to the ship, we first animated it, crashing, shaking, etc. Then I
started to tear off pieces of the ship in each incident. Their space has
become limited. As they got narrower, they made an effort not to fall into
the sea and to stay together. The games and storytelling of the paper ships
continued until they were the smallest. In the end, they tried to fit into tiny
pieces as a group with the solutions they found.
6.
activities
The methods are good for language education in drama activities, but also
in art, children can demonstrate their emotions clearly with art activity.
7.
Other notes Drama activity provides children to go through the forest corridor and
shares their experiences.
8.

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METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
2. Name of the method Design method
3.
Aim of the method An animation that encourages colorful creativity with the shadows of the
animals. With this activity, children will learn about the details by drawing
on the silhouettes of animals using light and shadow. Recognizing our
differences
4.
this method is
appropriate
5 – 6 years old, including autism spectrum
5.
method
“I go, he goes, and spirit rises behind me (shadow)”.
The riddle is asked the children and their answers are obtained. After the
shadow answer, there is a conversation about what the shadow is and when
it occurs.
• They explain that can make their own shadows with the light source and
white paper brought to the classroom.
Children are asked to choose an animal from the class and come to the
place they call the "shadow circle" in turn.
• A light source is held for the children who put their objects on one end
of the white papers that are distributed. He is asked to draw the shadow of
his object on the paper, passing through the edges.
• The resulting drawing is compared with the objects. Ask them if they are
similar to each other. All children's answers are taken.
• Then the children are asked to imagine the shadow drawing on their paper
as part of a picture and complete the picture using different materials.
• Completed works are displayed in the classroom.
6.
activities
•What did we achieve using the light source?
• Is there a shadow when the environment is fully illuminated? From
where?
• What was the difference between your shadows when you were close to
the light source and when you were far away?
• Where else and how can you use the light?
7.
Other notes If there is a child with autism spectrum disorder (ASD) in the class, it can
be observed whether there is sensitivity to the light source. The intensity
of the light source can be adapted to the child's condition. Families can be
told that by turning the lights on and off at home, they can play with their
children by guessing shadows or playing shadow games on the wall with
their hands. Shadow games can be played.

41
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2.
Teacher/ teachers
Anghel Carmen Elena
Gheorghe Florentina Emilia
3.
Name of the method
Inclusion education through art: THE EDUCATION TREE -
poster
4. Aim of the method
Developing children’s aesthetic sense, perception, teamwork
abilities, thinking skills and creativity;
Applying the knowledges and skills acquired;
Building self-confidence through the results of their own work;
Respecting differing ideas and encouraging creative diversity.
5.
Age of children to whom this
method is appropriate
3 – 4 years (small group)
6.
method
This is an effective method to create artwork, to encourage
teamwork and learning skills, and in the same time it’s an approach
that promotes children’s emotional development through the
positive interactions between the members of the group and
through the positive feelings involved in order to achieve a
collective art work
7.
activities
We choose a cut-out handprint whose color represents us and we
describe the reason why we chose it;
We understand that each of us is unique in our own way;
We work together sticking the cut-out handprints on the image of
“The education tree” in the way that we like the most;
We understand that although we are different and we have
distinctive ideas, we all have the right to education.
8.
Other notes We understand that when we are working together in a team, we
can achieve amazing results.

43
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2.
Teacher/ teachers Vișan Ioana – Alexandra
Ibănescu Corina – Andreea
3. Name of the method M.A.C. (Music, Art, Creativity)
4.
Aim of the method Developing social skills through music, art and creativity.
5.
3 – 6 years old
6.
method
Use a piece of cardboard. Children should paint the required theme
(teachers day), using their fingerprints and after that, they have to
stick different materials on the cardboard (balloons) in order to
decorate it. While they’ re working in the background can be
listened musical support (preferably classical music).
7.
activities
This method can be used in activities with children and parents (for
example: on Mother's Day, on Peace Day, to represent love for
mom and symbols for peace.
Children will paint while listening to music). It can also be used in
activities where children learn about good and bad habits and in
any other type of activities.
8.
Other notes
The method can also be used in other types of activities, such as art
activities.
9.
3-4 method photos

45
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2.
Teacher/ teachers Ciulei Florentina
Dumitru Carmen
Stroe Violeta
3.
Name of the method The Magic Cube – dramatization of stories learned by children
4.
Aim of the method Educating the correct verbal expressing of the children in correctly
simple and developed sentences by playing representative roles in
familiar stories
5.
4 – 6 years old
6.
method
The children are placed in a semicircle, and they pass a cube to each
other (on the cube’s faces are drawn representative images from the
stories). The kids have to identify the story, the characters and the
main action that they also dramatize.
7.
activities
This method can be used both in group activities and in Library area
or the Role Play scene
8. Other notes
This method gives the teacher the opportunity to check the correct
abilities to express in sentences, to understand the message of the
learned stories, but also to encourage the creativity of each child.
9.
3-4 method photos

48
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2. Name of the method Educational fairy tales with parents.
3. Aim of the method Parents read fairy tales about good and evil.
4.
6 – 7 years old
5.
method
Parents read fairy tales with lessons. Children develop moral
education through stories.
They define what is good and evil and what they would do if they
were in the character's place.
6.
activities
Children can act out the stories or choose a moment to act out from
their point of view how they would act in that moment.
7. Other notes Questions related to the development of the tale may be asked.
8.
3-4 method photos

50
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
Bulgaria, Gorna Oryahovitsa, Kindergarten Parvi june
2. Name of the method Educational stories with parents
3.
Aim of the method Getting to know the different professions.
Acquaintance with the work activity and the accessories used.
4.
Age of children to
whom this method is
appropriate
5 – 6 years old
5.
method
Game Guess the profession. Children close their eyes and when the
parent enters, they have to guess his occupation based on his photo or
clothes.
The parent introduces the children to his profession, tell the reason of
choosing to work in it and what he needs for.
6.
activities
Children learn about tools and how they can use them.
7.
Other notes Changing different activities in a lesson keeps children's attention for
longer time.
8.
3-4 method photos

53
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
3.
Name of the method FOLLOW THE RABBIT FOOTPRINTS -CURRICULAR OR
EXTRACURRICULAR to address strategies specific to social inclusion;
4.
Aim of the method Development the ability for initiation of something or somebody, ability
for grouping the objects with common features
Enhancing attention and tracking directions
Respecting the rules of the game
5.
Age of children to
whom this method is
appropriate
6 – 7 years old
6.
the method
We draw signs (animal footprints), geometrical forms and letters with
colored chalks on a concrete path. The children are lined up. On a given
sign by the teacher, the activity starts. The child stands on the animal
footprint. Then the child should follow the signs on the path and to do as
marked, to spin in a circle, jump like a rabbit.
7.
activities
The activity ends when the last child go through the path.
8.
Age: 6 – 7 years old
Materials: colored chalks
9.
3-4 method photos

54
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
DMU Todor Skalovski – Tetoec, The North Republic of Macedonia
3.
Name of the method
THE HUNGRY BUNNY- CURRICULAR OR
EXTRACURRICULAR to address strategies specific to social
inclusion;
4.
Aim of the method Development the muscle of upper limbs focusing of the movement
eye-hand
Caring for the animals, to find out how animals look , move, where
they live, what they eat, what animal is dangerous
Use the language for communication
5.
Age of children to
whom this method is
appropriate
6 – 7 years
6.
the method
The teacher has a couple of forest toys (animals) in her hand. Together
with the kids she will describe the types of animals, which one of them
is dangerous, friendly? What do they eat? Where do they find food?
Does anyone care for them in the forest? Then the teacher brings the
box which looks like a bunny. Then she asks the kids if they know what
the books looks like (the kids are talking about what they know about
the animals). The teacher asks if they want to help the bunny to find
food. Together go outside, they puts the bunny box on the ground and
other side a couple of balls. What kid need to roll with stick made of
umbrella to the bunny’s mouth. The bunny will be full when there will
be no balls.
7.
activities
The game ends when all the balls are transferred
8.
Other notes
Materials: bunny box, animals toys, balls, umbrella
Participants: 20 children
9.
3-4 method photos

56
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2.
Teacher/ Teachers Magdalena Skrzypczak
Katarzyna Kortus
3.
Name of the method Activating.
Opening
4.
Aim of the method The aim of the method is to improve the ability to work in a group
through a didactic discussion. Independent action by developing one's
own creativity.
5.
this method is
appropriate
2.5 – 6 years, including children with autism
6.
method
An activating, design method (making cards on your own at home on the
occasion of the National Education Day)
Active methods, independent experiments (making a portrait of the ladies
working in the kindergarten and joint interpretation of the work done.)
7.
activities
Making an exhibition of laurels and placing them on the kindergarten
newspaper. The children brought gifts and flowers. Celebrate this day
together by singing songs.
8. Other notes Everyone was involved in the performance of the activity.
9.
3-4 method photos

58
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
Romania, Model Kindergarten
2.
Name of the method The story of the day (Language and communication competence)
3. Aim of the method Developing the creativity and the expressiveness of oral language.
4.
5 – 6 years old
5.
method
The children invented a story, starting from a boy that was different
from his friends. One by one, the children stepped in front of the class
and drawn a piece of the story.
The boy wears every day the same clothes, a clown hat and a torn
jumpsuit, he loved so much the circus that he spent all of his money
on a circus ticket. In the second image we can see the child that went
into the forest to find fruits and met with a bear that ripped all his
clothes. In the fifth image is the Pink Fairy that appears and sees the
sad boy and offers to fulfill him. In the last image is the boy’s wish;
he wanted a shirt that never gets torn, a pair of trousers and some
flying sandals. And that’s how the children’s story ended.
6.
activities
Language development activities.
7.
Other notes The method can also be used in other types of activities, such as art.
It’s a good activity to encourage team work, to develop imagination
and creativity.
8.
Method photos

60
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
2. Teacher/ Teachers Nurten Karakaş
3. Name of the method Drama, Parent involvement activity
4.
Aim of the method Perception and attention games are played for the sake of
concentration training.
Finds creative solutions with students and families in his class.
Experiences group consciousness.
5.
this method is
appropriate
3 – 6 years old
6.
method
Teacher invites parents to the classroom. Children and their parents sit
together and teacher started to activity step by step.
Circle Time: Applying Cream
Cages for mothers and children are provided. Everyone sits. Mother
and children turn to each other, facing each other. The cream box is
passed around. First, mothers treat children with kindness. This time
they fall into the hands of the children's mothers.
Meeting: The children are separated from the groups to stand in front
of their mothers. The names were to be spelled out sequentially and
said with gestures.
Circle Time: Birds of a Feather
Mother and children sit in circle structures. All children are given one
feather each. Mothers will close their eyes. The children should gently
embroider any part of mother's body with a feather. The mother will
guess where they touch her. "Then it will be your turn to close your
eyes."
Powerful Punches
Afterwards, they are asked to split a newspaper sheet in half. Mothers
hold the paper, children tear the paper in half with their fists. The paper
is made into two layers, they divide it into two again. It continues until
the end.
FIVE SENSES EXERCISE:
1. Notice FIVE things you can see around you. Maybe a bird, maybe
a pencil, maybe a dot on the ceiling. 5 things you see as big or small.
2. Notice FOUR things around you that you can touch. List 4 things
you feel like: your hair, your hands, the ground you touch, the bed you
lie on.

61
3. Notice THREE sounds you can hear. Try to hear sounds coming
from outside. List three of the sounds you can hear: honking, music,
dogs barking, or whatever.
4. Notice TWO things you can smell. (If you do not smell any smell
from where you are, you can walk near the objects that give off smell.)
5. Notice ONE thing you can taste. The taste of the food you ate for
dinner or the coffee you drank. What's the taste in your mouth?
7.
activities
This method can be used in different age group. These drama games
help children and families to develop their relationships.
8.
Other notes If there is a child with visual impairment in the class; The teacher
describes the visuals to the child in detail.
9.
3-4 method photos

62
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2. Name of the teacher Aysun Betül Aydoğan, Gülümser Gündoğdu
3. Name of the method Inclusion and diversity using the arts
4.
Aim of the method Developing children’s artistic abilities, creativity, teamwork abilities,
painting and drawing skills.
Respecting differing ideas and encouraging creative and artistic
diversity by expresing their personality trough arts.
5.
this method is
appropriate
5 – 6 years
6.
method
In this activity, the children show off their creative and artistic abilities
through innovative strategies such as painting on bant. The activity
begins with a short conversation about the desired theme, then the
children paste tape however they want. Children paint with
watercolors and brushes, on the entire space of paper after they paste
their tape. Then they tell their friends how their tree live, what is name
of their tree, why they are lonely or not, how many years they live.
7.
activities
This method is used in artistic education activities, such as painting
and drawing, the children's ability being to express themselves
through art, using an innovative way.
8.
Other notes What is interesting for children using this method in daily activities is
the interest they can develop in expressing their own artistic talent in
different ways, using just colours.
9.
3-4 method photos

65
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
Lady Bug group
2. Teacher/ Teachers Dragne Raluca
3. Name of the method „The carousel of emotions“-Inclusion education through emotions
4.
Aim of the method Developing children’s emotional abilities , perceptions, teamwork
abilities, thinking and feeling skills – gestures’s creativity;
Respecting differing ideas and encouraging creative diversity by
expresing their emotions.
5.
6.
method
The activity begins with a short conversation about the emotions that
a person can express. The children specify the emotions illustrated in
the presented emoticons (Joy, sadness, upset, anger, shyness,
aggressiveness, fear, worry), after which they imitate the facial
expression corresponding to the chosen emoticon. The other children
imitate the same emotion as that of the group leader.
At the end of the activity, the carousel of emotions is formed as
follows: each child chooses an illustrated emotion, which he will stick
in one wagon of the carousel. The children will each place the wagon
on the magnetic board, forming a beautiful carousel.
7.
activities
This method can be used in language education activities, role-
playing games, dramatizations, entertaining games, emphasizing both
the content and the children's ability to express themselves through
mime and gestures.
8.
Other notes What is interesting for children when using this method in daily
activities is the interest they can develop in expressing their own
emotions in different social or family contexts .
9.
3-4 method photos

66
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2.
Teacher/ Teachers Ceaușu Ioana
Gheorghe Nicoleta
3.
Name of the method Inclusion education through art: Romanian flag – painting on canvas
Activity based on cooperative learning.
4.
Aim of the method ▪ Creating learning experiences in which the child participates
in an active way;
▪ Knowledge and respect for national values of the Romanian
anthem, and for the country’s flag);
▪ The free, integral and harmonious development of the
child’s personality, in order with his own rhythm.
▪ Supporting his autonomous and creative formation
5.
THE CHEERFUL CRICKETS group 5 – 6 years
6.
method
This is an effective method that aims to provide an educational
environment of diverse learning contexts and situations, which
requires the involvement of the child in several aspects: cognitive,
emotional, social.
7.
activities
• We paint the palm using one of the three colors of the
Romanian flag;
• We understand that each of us is unique in our own way;
• We work together by placing our palms on the white canvas
in order to make the country’s flag;
• We understand that, working together, each member of the
group can improve their own performance and contribute to
increasing of the other members of the group performance.
8.
Other notes • We understand that when we are working in a team, we can
achieve the best results.
9.
3-4 method photos

68
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2.
Teacher/ Teachers Vișan Ioana
3.
Name of the method M.A.C. (Music, Art, Creativity) Social-emotional competence;
Social puzzle.
4.
Aim of the method Developing emotional and social skills through music, art and
creativity.
5.
3 – 6 years old
6.
method
Use a long piece of paper from a roll. Children should paint the
required theme, using different techniques and working tools
(sponges, rolls, brushes, fingers, etc.), on a musical support
(preferably classical music).
7.
Ideas for educational activities This method can be used in activities with children and parents (for
example: on Mother's Day, to represent love to mom, children will
paint while they are listening to music). It can also be used in activities
where children learn about good and bad habits and in any other type
of activities.
8.
Other notes The method can also be used in other types of activities, such as art
activities.
9.
3-4 method photos

69
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
SUPER DWARVES group (3 – 4 years)
2.
Teacher/ Teachers Anghel Carmen Elena
Gheorghe Florentina Emilia
3.
Name of the method Conflict Management in school / kindergarten: SAVING
HANDS!
4.
Aim of the method • Bringing the integration into the classroom, painting it in
a positive image for the larger society and positioning
and re-positioning it in the committee of the schools;
• Strenghtening the level of peaceful and harmonious co-
existence relationships between the children;
• Restoring and maintaining the peace and the tranquillity
in the group;
5.
6.
Brief description of the method The teachers stick two paper hand prints near the entrance in the
classroom. When 2 children have a certain conflict, each of them
places their hands on the hand prints and maintains the eye
contact. When they are facing each other, each of them
communicates to the other child what he felt, why he did what he
did, or said, what he wish to be different, so that no one gets angry
into the classroom.
7.
Ideas for educational activities Such an activity help children to unload, to look for solutions
themselves and to be empathetic. The method is also very
important because the contribution of the teacher is minimal, an
so he can be impartial because he is no longer constantly asked to
intervene. The major benefit remains that they learn to resolve
their own conflicts.
8.
Other notes A simple activity method that assists children in solving their
own conflicts. We are also using it in our work in order to develop
personal,emotional and interacting group abilities of the children.

72
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2. Name of the method Talking about the feelings with carousel.
3.
Aim of the method 1. Improving the skills of understanding and talking about the
feelings.
2. Stimulating children's creativity and imagination.
4.
5 – 6 years old
5.
method
Children sit in a circle. The teacher is the leader. A circle in which
there is an arrow with the different emotions is presented. Every child
shows how they feel. Talk about what made him feel that way. The
rest give solutions, how he can deal with negative emotions or how
he can feel good. Children also explain how we can react if someone
close to us is experiencing a given emotion. Finally they broke their
emotions.
6.
activities
It is possible to use fairy tales to determine the feelings of non-
characters and how they can be helped.
7.
Other notes Changing different activities in a lesson keeps children's attention for
longer.
8.
3-4 method photos

73
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution Bulgaria, Gorna Oryahovitsa, Kindergarten ‘‘Parvi june“
2. Name of the method Socio-emotional competencies
3.
Aim of the method 1. Making a story through a puzzle about emotions.
2. Analyzing the feelings of the characters.
3. How would the children act if they were the heroes?
4.
5 – 6 years old
5.
method
On a magnetic board, children place puzzle pieces that describe a
story. Children sequentially arrange the parts and tell the story in
pictures. They analyze how the hero and characters felt. They then
put themselves in the character's shoes and tell how they would
have acted and what they would have done to have the story end
differently.
6.
activities
Acting out the story by several children. How would the story
change if the picture characters had used the words: Sorry, If you
love, Can you...?
7.
Other notes Changing different activities in a lesson keeps children's attention
for longer.
8.
3-4 method photos

75
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
2.
Teacher/ Teachers Dimitar Krstevski
Liljana Krstevska
3.
Name of the method DRAW YOUR FRIEND
- SOCIO-EMOTIONAL COMPETENCIES – Social puzzle
4.
Aim of the method • Encouraging the development of positive emotions, obtaining greater
reliability and movement control of the hand during drawing.
• Discovering the various artistic possibilities of the materials and their
use in many ways, as well as freedom in combining the art techniques
• Identifying examples of careful behavior towards the environment
5.
Age of children to
whom this method is
appropriate
6 – 7 years old
6.
method
The children are working in group. One of the children from the group stands
facing back to the other and has a drawing sheet on the back. The other child
takes the markers and draws the child in front of him. When they finish with
drawing the children take the colected materials from the nature and make them
clothes
7.
activities
The activity lasts until all the children make creative works
8.
Materials: Drawing sheets, adhesive tape, markers, materials collected from
nature
9.
3-4 method photos

76
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
3.
Name of the method FUNNY GAME
SOCIO-EMOTIONAL COMPETENCIES- Carousel of emotions
4.
Aim of the method • Encourage to combine sequences of several motor movements in an
organized way to achieve the goal.
• To encourage perseverance in the games
• Respecting the rules of the game
5.
Age of children to
whom this method is
appropriate
Age: 6 – 7 years
6.
method
In tights we put one potato and then put them on the head, so that the potato
in the tights hangs at 30 cm. Children are arranged two by two and in front of
them are arranged 10 plastic bottles. On the sign start children need to push as
much of the plastic bottles as possible by moving their head.The winner is the
child who will be able to push the most bottles for three minutes.
7.
activities
The game ends when all children will compete.Plastic bottles can be pushed
only by head movements without hands
8.
Age: 6 – 7 years
Materials: plastic bottles, Tights, potatoes
9.
3-4 method photos

78
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
Polska Prywatne Przedszkole ,, Akademia Maluchów“.
2.
Teacher/Teachers Magdalena Skrzypczak
Katarzyna Kortus
3. Name of the method Activating method – brainstorming
4.
Aim of the method The aim of the method is to improve the ability to work in a group
through a didactic discussion
5.
6.
method
The method is divided into two stages:
Precisely basing the topic - making children aware of the rights of the
child using the method of independent experiences.
Summary of the topic, joint determination of conclusions.
7.
activities
Introduction to the subject of classes - reading a story, presentation
of educational films
Discussion about the text read and the stories watched
Creating an illustration for the text.
Arrangement of tasks occurring in the watched stories, illustrating
what the rights and obligations of the child are.
Summary
8.
3-4 method photos

80
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
3. Name of the method Emotions through the magnifying glass
4.
Aim of the method To encourage children talk about their emotions and feelings.
To notice positive emotions, feelings.
To educate them reflect on their feelings, emotions.
5.
Age of children to
whom the method is
appropiate
4 – 6 years old
6.
method
A friendly dragon needs the children‘s help to find out how he‘s feeling.
The children will be the detective and, using a magnifying glass will
identify the dragon‘s emotions and feelings and discuss about them.
Having a round of discussions with children, the cases that makes someone
happy, what they enjoy, what they are thankful for, what makes them sad,
or angry.
The children will try to find out what made the dragon feel a certain way
and how could he improve his feeling.
This encourages children talk about their feelings, notice positive things
surrounding them, teaches reflection on and identification of their feelings.
7.
activities
This method can be used when analysing various other topics. This activity
may engage parents of the children.
8.
Other notes At the end of the activity the children can draw the emotion they found with
the magnifying glass.
9.

81
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
3. Name of the method The emotions cube
4. Aim of the method Identify the emotions and the situations in which they apply.
5.
the method is appropriate 3 – 6 years old
6.
method
The method involves the use of one cube. It will work like a dice. A
child throws the cube, describes the emotion and list situations in which
people may feel this way.
7.
activities
The method can be used at the end of the activities for children to
describe the emotion they experienced during this activity (whether
they liked it or not). It can also be used in the activities of psychological
counseling of children or in activities in which children learn about
emotions.
8.
Other notes A second or third cube can be used, so the children can work in pairs.
Creating a role play with short dialogues or situations in which they
might feel those emotions.
9.

82
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2. Teacher/ Teachers Florea Elena
3. Name of the method The emotions train
4.
Aim of the method *develop social and relationship skills
*develop relationships between children
*set up a highly collaborative educational context
5.
the method is appropriate 3 – 6 years old
6.
method
The learning process is led by the cooperation between the children;
each of them put his own knowledge, often made up of personal
experience and skills, at the group‘s disposal.
Each member of the group takes responsibility for the learning
processes and increases his/her self-esteem and social skills.
The children will paint using only one color. When the teacher claps
her hand, they will rotate and exchange color. In this way, they will
collaborate by finishing each other’s work, with the purpose of
creating a beautiful painting, and developing their creativity.
7.
activities
The canvas of friendship: a game that brings all children in the same
network to play and collaborate in a network of bonds.
Graphic activity: mental and symbolic representation of the canvas.
Group work: creation of posters; projects with group constructions.
8.
Other notes The effectiveness of the method is verified through:
*group metacognitive reflections;
*observation of children‘s interest in collaborating and creating a
product together.
9.

84
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
2. Name of the method Drama
3.
Aim of the method Establishing in-class trust and cooperation. Embracing the concept of the other
on the same plane.
Finds creative solutions to disabled situations with his classmates.
Experience group consciousness.
He goes through the forest corridor and shares his experiences.
Comprehends the concept of being one, instead of being excluded.
4.
Age of children to
whom this method is
appropriate
5 – 6 years old
5.
the method
The children sit in a semicircle and propose a problem to solve. Identify,
describe, describe the things you saw for the first time.
✓ What did we feel, what did the other party think, etc.
✓ Move the fusion game. Let people or things of a certain nature change
places- (glasses; blondes, blue ones, etc..)
✓ Different perspectives on marginalized situations and persons;
(normalization, acceptance)
✓ We walked in the forest shouting the names of the animals and various
objects that we saw around, and we made a discovery. We found it
with something different and added it to our camping trip.
FUSION:
Movements in free walking and pairing with two, three, four, five etc.
Before improvising Cibirca, the teacher became a role model. He improvised
on awareness.
6.
activities
The methods are good for language education in drama activities, but also in
art, children can demonstrate their emotions clearly with art activity.
7.
Other notes Drama activity provide children goes through the forest corridor and shares
their experiences.
8.
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85
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
2. Name of the method Story completion
3. Aim of the method Developing the creativity and oral language.
4.
Age of children to
whom this method is
appropriate
5 – 6 years old
5.
method
First, different animals were introduced to the children, then they were
asked to draw them for close observation. Second activity, starting from a
well-known story technique which is story completion. Teacher ask the
children -you think you are polar bear and you are on the ice in the ocean.
The main idea is that they need to find new house to live. The teacher will
say to each child you are cow and polar bear want to live with you what
would you say to the polar bear? Children trying to find solution for polar
bear. Finally, questions are chosen whose answers suggest the main aspects
of the story.
6.
activities
WHAT?
What did the polar bear do?
What did the cow do?
WHEN?
When does the action take place?
WHY?
Why didn't want live together with polar bear?
WHO?
Who helped the polar bear?
7.
Other notes The method can also be used in other types of activities, changing the
characters, the children can be other animals, plants, members of a family,
or have different jobs.
8.
3-4 method photos

88
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
2.
Teacher/ Teachers Antonescu Grațiela
Olteanu Ancuța
3. Name of the method Magic wand
4.
Aim of the method Development of language and prosocial behaviors of preschoolers
5.
Age of children to
whom this method is
appropriate
4 – 7 years old
6.
the method
The teacher read the story At sledging by Elena Bolânu using representative
pictures during the reading. -Reading
After the story is finished, to make sure the children remember its important
moments, a game will be played through the wordwall application.
https://wordwall.net/ro/resource/47889483/dlc/la-s%c4%83niu%c8%99-poveste
The teacher talks with the preschoolers based on the images from the game. -
Fixation
At the end of the activity, the teacher proposes for children the Magic Wand
game. Preschoolers are seated in a semicircle and they will the answer questions
like:
- What happened?
- Who did not behave appropriately?
- How do you think Fănica felt? But Sile?
- What would you have done in their place?
This technique has the next steps:
1. Identifying the problem
2. Identifying the consequences of their behavior
3. Identifying some behavioral alternatives
For each appropriate alternative discussed, the children will practice through
role play the solutions that help to solve the problem adequately. - Assessment
The teacher will place cards with different emotions on the table.
A child will draw a card, he will name the emotion and he will identify the
respective emotion in the story.
7.
activities
This method can be used in language education activities, but also in personal
development activities, resolving conflicts that may appear every day.
8.
Other notes Children can draw emotions of the characters or even their own emotions related
to the story.
9.

89
3-4 method photos
SLEDDING
Adaptation after Elena Bolânu
It was the season of winter, on Christmas Eve. The children made the tree in anticipation of Santa Claus and
were preparing to go caroling through the village, to greet and receive pretzels, fruits, nuts or sweets.
From the leaden air, heavy flakes of snow covered the houses and roads in thick layers. The Trojans were
waiting for the children to come out of the house and, from their top, to slide down the sleds, in a huff of joy, so in
that way, the whole village would know.
Because it hasn't snowed like this for many winters, Sile and Fănica decided to go sledding before caroling.
With scarves around their necks, woolen caps on their heads, thick gloves in their hands, Sile and Fănica climb to
the top of the Trojan, pulling their beautiful sled, received as a gift from their grandmother, with difficulty.
They looked like two little girls, kneading the fluffy and shiny snow with their little legs almost covered by the
length of their coats and the height of their boots.
- You also pull the sled, I can't anymore, I'm tired, Fănica tells him, a bit bluntly.
- If you don't like it, you can go back to the house, I don't care what you do, replies Sile nervously.
- Come on, let me pull her too, you're still very helpless. Next time don't come to the sled! I don't want to hear
your spoiled child whine anymore.
He grasped the thick rope of the sledge with his small hand, and moved forward, eager to prove to her that he
was stronger than her. After a few steps, his breath told him that he couldn't do it anymore, that it was getting harder
and harder for him.
They stopped looking at each other in perplexity, not knowing how to make them move forward. Stubborn as
they were, they couldn't decide how to pull the sled to the top of the snow trojan.

90
Hearing a happy song, they looked down the valley, carefully, more carefully, to distinguish who could be,
narrowing their eyes, because the strong light of the snow under the sun's rays made it difficult for them to see. Two
figures trudged up, talking to each other, encouraging each other in a friendly way. Moments later, they were able
to hear clearly.
- Marius, please, it's your turn to pull the sled, and I’m tired...
-Immediately, with pleasure. Iulia's friend and neighbor, who lived right next to her house, answered kindly.
Sile and Fănica immediately recognized both of them.
- Thank you, I'll stop and wait for you to finish, Iulia told him gently.
The other two children looked on bewilderment, amazed of the different behavior of their playmates.
Even now they did not give up their flirting, when a different kind of behavior was unfolding before their eyes.
Not because they didn't understand him, but they weren't easy to beat. They faced each other with looks.
Grumbling and gnashing his teeth, Sile caught the sledge by the rope and climbed up to the top without asking
his sister's help.
When he finally arrived, beads of sweat bathed his forehead. He nervously tossed the sled string without
looking at his little sister. Fànica looked puzzled sometimes at the sled, sometimes at Sile. What should I do, how
shoul I do it? He was not receiving any sign from Sile. Looking him straight in the eyes, she got on the sled, determined
to make her way down the valley. Oh, no, nooooo ! He changed his mind. She was suddenly afraid.
He turned to his brother and told him that he begged him to get in front, to drive the sled, that she was afraid
of rolling and hitting each other.
- Leave me alone, go alone, I don't want to go up with you, I'll go alone.
And, nervously, he pushed the sled with his right foot so that Fănica would go faster and stop nagging him.
Without expecting it, Fănica leaned back as the sled flew like a magic trick downhill.
- Awww ! Aww! Aww! Help! Help! She cried out in fear, without being heard by anyone. Maybe by Sile, if he
was interested.

91
At the first bigger hop, Fănica overturned in the thick, dry snow and only her head was visible. Without any
hope, scared, she was crying, whining, someone just came to her...
Unfortunately, she was too far from the top of the Trojan to be heard. Had Sile heard her?
Next to them, the two friends, Marius and Iulia, were watched intensely by Sile who did not make any move in
support of Fanica. He had stopped, listening to them.
- Are you ready to go downhill? Are you still afraid? If you want, I'll sit in the front and drive the sled, I don't
want you to get hurt, what do you say? His playmate Marius, surrounds Iulia with attention and kindness.
- I would feel safe sitting behind you. And if you let me, I'll grab you by the waist and I won't be afraid at all.
- Please, really please, Marius urges her, hold on to me and I promise you that I will make sure we don't topple
over. You will come down safe and sound. Trust me.
- Thank you, let's start!
Sile heard everything That two friends were talking about and kept thinking where he went wrong, how to do
it, where to start, so that he and Fănica behave the same way... given what happened to the fans? He had a bad
feeling.
Worried, he darted down the slope like a bullet. Fanica's crying could be heard more and more clearly as he
swam heavily through the snow. Everything seemed to take forever. He would have rolled like a downhill ball, to get
there faster.
He was determined not to give up. He frowned more and more. He wanted to get down at any cost. He could
not forgive his recklessness. How simple it would have been if they have set out to play like two friends who cared
for each other! Now he wouldn't have run like a desperate man, he wouldn't have put Fani in danger. "Will Fani be
able to forgive me? Why didn't I tell my sister how much I love her? Why didn't I even show her how to sled? Now I
could advise anyone that you should cherish your loved ones when you have them by your side, not when it's too late,
when the harm has already happened. Who benefited from my behavior? No one!” He was answering questions that
seemed so simple now. Just when his strength seemed to leave him, he finally arrived, yes...., arrived, panting and
tearing up.
Fănica, under a blanket of snow, was crying softly, barely audible.
He bent down and picked it up with care and pity, but also with regret. He wanted to reconcile her, to ask her
forgiveness, she was just his sister. She hadn't done him any harm for him to treat her this way.
- Please forgive me, from now on I will take care of you.... Did you hurt yourself? Where does it hurt? I'll get
on the sled right away, you'll get on the sled, and I'll pull the rope, I'll lead the sled to the top carefully so you don't
roll down again, to reach the top safe and sound!
A sweep of snow with short strokes, smoothing her messy clothes, petting her - it was another way of
apologizing.
- Thank you, thank you, Sile, for taking care of me!
- Let's hurry, it's getting dark soon and we have to get home in time to go caroling.
Sile and Fănica went to caroling in a group, through the village. They hated, rejoiced and filled the bag with bagels,
fruit and sweets. Because it was too heavy, Sile helped Fănica carry her bag to home.

92
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2. Teacher/ Teachers Gheorghe Angelica / Ciulei Florentina / Cuculea Cătălina
3. Name of the method Kim Method
4. Aim of the method Recognition of an objects by touching
5.
3 – 6 years old
6.
method
This method was used in a drama activity of the text „Mos Ion Roata
si Unirea“. In the story, an object appears (a boulder, a hat) that the
charecters – in our case the children sitting in a semicercle with eyes
closed – must pass from hand to hand to reach everyone. The
childrean task is to recognize by touching the form, structure and
name of the object as clearly as possible.
7.
activities
This method can be used in language education activities, artistic
activities, but also in the form of sensory games.
8.
Other notes What is the most interesting about this method is that you can express
your opinion about any object, just by simply touching it.
9.
3-4 method photos

93
FOREFATHER ION ROATĂ AND THE UNION
By Ion Creangă
1857, when the Union was brewing in Iași, the liberal Moldavian boyars, such as Costache Hurmuzachi, M.
Kogalniceanu and others, found a way to call to the Assembly a few leading peasants, one from each county, in order
to take they are part of making this great and noble national act. When the peasants arrived in Iași, the boyars took
care of each other, they dressed them beautifully and dressed them in the same way, with white coats and new clothes,
the peasants wondered what galore found them. Then, it is said that he would have told one of the boyars to speak to
them, to make them understand the purpose of their calling to Iași.
- Good man, do you know why you are called here, among us? Said the boyar gently.
- We'll know, old man, if he tells us, replied an older countryman timidly, scratching his head.
- Then, here's what, good man: for hundreds of years, two sister countries, Christian and Magian, our
Moldova and Wallachia or Mountain country , which you can hear talking about, are torn apart and eaten between
dances, towards the terrible plague and plague of the Romanian nation. Sister and Christian countries, I said, good
man; because, as we Moldavians worshiped, so did our brothers from Wallachia. The stature, speech, food, clothing
and all the customs that we have, are exactly the same as our mountain brothers. Sweet countries, I said, good man;
because only the watershed Milcov, passing by Focșani, separates them. "Let's dry it up with one sip" and make the
holy Union, that is, the brotherhood desired by our ancestors, which they could not do in the difficult circumstances
of that time. Here, good man, what a Christian and beautiful work we have to do. Only God help us! Do you
understand, please, good man, why I called you? And if you have something to say, don't be shy; say green, in
Moldavian, as if we are your brothers; that's why we gathered here, to enlighten each other and may God enlighten
us all as He knows best!
- We understand, cousin, so be it, some more shameful peasants has answered; like, yes, you don't know
what's going on in the world, we, the peasantry at the plow's horns, are supposed to know what's good and what's
bad?
- Well, to tell you the truth, little girl, I didn't understand! Said boldly one of the villagers, namely Ion Roata.
And then, even if we were good for something, who would look into our mouths? Say the right thing, mister:
"The peasant, when he walks, stumbles, and when he talks, hodorogeste", forgive your honest face. I think that this
work could be done without us; like, yes, we know how to turn the hoe, the scythe and the sickle, but you turn the pen
and, when you want, you know how to make white black and black white... God has gifted you with a mind so that
you can also fool us, stupidity...
- No, good man; that time has passed, when only the boyars did everything in this country and squeezed it as they
pleased. Today, all of us, from the bishop to the sandals, must take part in the needs and happiness of the country.
Work and earn, duties and rights for all alike.
Then the boyar told them about the origin of the Romans, how and by whom they were brought to these
places; about their sufferings and how they came to be divided and scattered through other countries. He gives them
more and more examples: with the tuft of sticks, with the envious bulls and, in the end, the poor Christian tries to
make them understand what the beneficial fruits of the Union are, reminding them that "for the union of all" the holy
church also prays, every day, for more than 1850 years.
- Well, good man, I think you understand now!
- Clever, old man, as well as possible, they all answered. May God help you in the best!
- I still don't, old man, replied old man Ion Roata.
- May God forgive me, old man Ion, but you, as I see, are a bit difficult; let's go to the garden, let me make
you understand even better. Old Man Ion, do you see the big boulder over there, in my yard?
- We see him, dear.
- Take it well and put it here, next to me, said the boyar, who was now sitting on a stool in the middle of the
peasants.

94
- We're sorry, little girl, we couldn't, because that's the only place where there's weight, not fun.
- Take the candle and see.
Old man Ion goes and wants to lift the boulder, but he can't.
- Go too, old man Vasile, and you, old man Ilie, and you, old man Pandelachi.
Finally, three or four peasants go, remove the boulder from its place, lift it on their shoulders and bring it to the
boyar.
- Well, good man, do you see? Old man Ion went and couldn't do the job alone; but when a few of you went
to help, the job was done easily, and the weight was not the same anymore. Story of the song:
Where there is one there is no power,
To needs and to pain;
Where there are many, strength grows,
And the enemy does not increase.
Same with the Union, folks! Do you think that, to help God to unite Moldova with Wallachia, we only have
to be the party? Our brothers from Transylvania, Bucovina, Bessarabia and those across the Danube, from
Macedonia and from other parts of the world, if only to see us living well, they too will rejoice and love us, so that
the enemies will no longer dare, forever and ever, to be bound to the Romans. Then our blood brothers: the French,
the Italians, the Spanish and the Portuguese, what are you waiting for? At any event, God forbid, they are ready to
shed their blood for us... Unity makes strength, good people. Well, now I think you understood and fully understood.
- Well, I, for one, forgive you, old man, I still don't understand, answers Old Man Roata.
- How is this done, Old Man Ioan? Better that I translated for you, even a child could understand.
- That's right, cousin, answered the others.
- Old Man Ioan, said the boyar now, a bit troubled by much fatigue, you tell him, in your law, how did you
understand, how did you not understand, since when is this talk being made; let's hear it too!
- Yes, mister, don't be offended, but there is a big difference between words and deeds... You, like every boyar,
only ordered us to bring the boulder, why didn't you put your shoulder together with us he brought it, as you told us
the dignitary, that from now on everyone will take part in the tasks: from the bishop to the sandals. It would be nice
if it were like that, mister, like the war back and the naval alms, it doesn't seem to come to the calculation... And from
your boulder I understood like this: that until now we, the peasants, have each taken a little larger or smaller stone
on the shoulders; but now we are called to carry together, he thought, a rock on our shoulders... May the Lord grant,
dear, let it be otherwise, as for one of me, I would not be sorry.
At these words, the other villagers began to shrug their shoulders, look long at each other and say:
- Come on, maybe our man Roata is right!
And the boyar, leading them with jokes, swallowed the dumpling and kept quiet.

95
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
2. Teacher/ Teachers Gheorghe Nicoleta / Ceaușu Ioana
3.
Name of the method Conflict management diversity
CHALLENGE OF FAYRY TALES based on LINGUISTIC
COMPETENCIES.
Christmas gifts –story by Valeria Ecaterina Purcia (the star explosion method)
4.
Aim of the method Development of language and prosocial behaviors for preschoolers;
Stimulating creativity by formulating questions for solving problems and new
discoveries.
5.
Age of children to
whom this method is
appropriate
4 – 6 years old.
6.
method
The teacher read the story using representative pictures during the reading.
The teacher discusses the text with the children, using the star explosion
method.
Christmas
gifts
Who?
How?
What?
Why?
Where
?

96
Step 1:
The children sitting in a semicircle propose the problem to solve. The main
idea is written or drawn on the big star. The sugeggestive image can also be
placed inside.
Step 2:
On 5 stars write a question of the tipe: what?, who?, where?, when?, why?,
how?.
The children will be divided into 5 teams. Each team will choose a question.
Step 3:
The groups cooperate to formulate the questions.
Step 4:
When the time is up (sound signal), the children come back in a semicircle
around the big star and communicate the elaborated questions.
Step 5:
Children’s questions, creativity and cooperations are appreciated.
Team number 1: question who?
- Who is the main character from the story?
- Who telles Corina to write a letter to Santa Claus?
- Who dreamed of the Christmas elf?
Team number 2: question how?
- How did Corina reacted when she recived gifts from her parents?
- How do you think that the parents of Corina fell like?
- How Corina wanted to be a doll house? But the scooter?
- How did Corina feel when the elf told her that she would be without presents?
But when did she discover the presents under the tree?
- How did Corina’s parents feel on Christmas morning?
Team number 3: question what?
- What did Corina’s father ask her?
- What gifts did Corina’s parents gives her?
- What did Corina asks her mother?
- What gifts did Corina receives for Christmas?
- Did Corina understand what the joy of Christmas is?
Team number 4: question where?
- Where did Corina put the letter?
- Where did Corina meet the elf?
- Where does the elf put the gifts that Corina didn’t like?
- Where did Corina sit to open the presents?
Team number 5: question why?
- Why did Corina not like the gifts from her parents?
- Why did Corina wish it was morning?
3. The children will interpret the role (drama play) of Corina and the role of
the elf using the lines from the text. At the end, the children will be asked what
they would have done if they were in Corina‘s place?
4. The teacher will place cards with different emotions on the table. A child
will draw a card, he will name the emotion and he will identify the respective
emotion in the story.
7.
activities
This method can be used in activities for the development of children‘s socio-
emotional skills, in language education, but also in activities for society
education.

97
8.
Other notes Children will write letters for elf to thank him for the Christmas gifts and they
will play whith emotions balloons.
9.
3-4 method photos

99
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2. Name of the method Christmas salt dough decoration for Hаnsel and Gretel house.
3.
Aim of the method Children work together, express their creativity and develop motor
skills.
4.
5 – 6 years
5.
method
The children read the story of Hansel and Gretel. Their incentive was
to make enough sweets for their house.
Christmas salt dough decoration
The recipe for the dough:
1 cup flour, 1/2 cup salt, 1 tablespoon oil, 1/2 cup water.
We mix everything in a bowl and knead it. We roll it out and use
various metal figures for cookies to shape the decoration. We make
one small hole for a ribbon.
We dry the figures in an oven on a low temperature.
Then the children color with water colors and let it dry again.
6.
activities
A decoration can also be made from ordinary plasticine, also allowing
it to dry at a moderate temperature.
7.
Other notes Working with salt dough helps develop fine motor skills, similar to
plasticine. It is relaxing and allows children to express their
creativity.
8.
3-4 method photos

100
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution Bulgaria, Gorna Oryahovitsa, Kindergarten ‘‘Parvi june“
2. Name of the method Тraditional customs
3. Aim of the method Recreation of the custom - Koleduvane
4.
6-7 years
5.
method
The children presented the coming of the carolers to the home
of the owners, called for health and fertility and were
presented by the hosts with pita and cowries.
6.
activities
Children can recreate traditional customs by drawing
7. Other notes
8.
3-4 method photos

102
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
3.
Name of the method STORK LOOKS FOR COLOR
-CHALLENGE OF FAYRY TALES based on LINGUISTIC
COMPETENCIES
4.
Aim of the method Compliance with the rules, to be able for classification, seriation
according the color
Getting acquainted with natural materials.
5.
6 – 7 years
6.
method
One of the children is selected to be a stork. The others are around him in
a circle and tell the words:-the stork is looking for color, what color do
you want to be yours? Then the child – stork tells the color, and the others
look for the objectives with the same color, and touch them. If somebody
fails to touch a natural material with the appropriate color, it will be the
stork.
7.
activities
The game lasts until the children pay attention
8.
Materials: materials from nature that we can find around us (leaf tree,
flowers, grass, wood etc)
9.
3-4 method photos

103
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
3.
Name of the method GOLF – THE HOME OF THE ANTS
-CHALLENGE OF FAYRY TALES based on LINGUISTIC
COMPETENCIES
4.
Aim of the method Development of abilities to set the body and the limps according the
purpose,
Encouraging intellectual independence trough realization of own ideas
5.
this method is
appropriate
Age: 6 – 7 years
6.
method
Children are ants and they divided in two groups. On the both sides of
the trail there are places for finding the chestnut. The child finds the
chestnut he should wheels the chestnut with a stick throw several bridges
and to place it in the box with the circle opening. The activity finishes
when all the children form one of the group succeed to put the chestnut
into the box.
7.
activities
The group will succeed if they collect more chestnuts.
8.
Age: 6 – 7 years
Materials: Stick,chestnut, blue paper, adhesive tape
9.
3-4 method photos

105
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2.
Teacher/Teachers Magdalena Skrzypczak
Katarzyna Kortus
3. Name of the method Activating-project method, 2 workshop
4.
Aim of the method The aim of the method is to improve the ability to work in a group in the
form of a didactic discussion, cooperation with parents,
5.
this method is
appropriate
6.
method
The method is divided into two stages:
Presentation of the form of activity, performance of work
(Christmas tree made of worsted yarn and styrofoam cone)
Singing carols together, presenting various dance forms by children.
7.
activities
Introduction to the subject of classes - presentation of the activities
performed
Talk about the upcoming Christmas world
Making Christmas trees
Arranging tasks performed together with parents.
Summary
Farewell
8.
3-4 method photos

107
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
Model Kindergarten, Romania
2.
Name of the method Actors in kindergarten
3. Aim of the method Developing the creativity and the expressiveness of oral language.
4.
3 – 4 years old
5.
method
Starting from a well-known story, the children, by rotation, will
choose an animal mask from the story and together, will imagine
another one in which they are the main character. They will put in
scene the story and show it to their colleagues.
6.
activities
Creativity and language development activities.
7.
Other notes The method can also be used in other types of activities, changing
the characters, the children can be other animals, plants, members of
a family, or can have different jobs
8.
Method photos

109
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
Sait Çiftçi İlkokulu
2. Teacher/ Teachers Nurten Karakaş
3. Name of the method Music, art
4.
Aim of the method We used music to demonstrate our fairy tales
Children can discover how to use and control their voice, develop their
adaptation skills, an event where students will gain discipline regarding
cooperation
5.
this method is
appropriate
3 – 6 years old
6.
method
The teacher prints out the world pattern.
Colors this pattern with the children. Hands prepares by children and
paste on the world. Teacher prepares world children photos and
demonstrates on the carpet. Children sit in circle around the carpet and
started to sing a song. The song "new year song" is listened to with the
children and they try to sing it together. As the song said,the children
turn around the carpet like the world.
Lyrics:
Our world went round and round
One year older
The months came and went quickly
December is over, January is here
The new year will be very nice
new year has come
excited
Let the bells ring
Let the faces smile
If it snows at the beginning of the year
That's great
7.
activities
This method can be used in artistic, painting, drawing and art crafts.
8.
Other notes If there is a child with hearing impairment in the class, should be taken
care to give the instructions close to the child so that he can clearly hear
the names of the learning centers spoken during the musical game.

111
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
Name of the country
and institution
Sait Çiftçi İlkokulu
2. Name of the method Drama – Continuing the story
3.
Aim of the method Stretcing description receives emotion and action instructions.
Perception and attention games are played for the sake of concentration
training.
Finds creative solutions with students in his class.
4.
Age of children to
whom this method is
appropriate
4 – 6 years old
5.
method
The teacher starts a story. “One day, in a small country ....... woke up
from sleep and looked out the window. "And what to see, everywhere
was covered in snow," the student chosen by the teacher continues.
Then the teacher thanks that student and gives the floor to another
student or tells the student to choose another friend. Students start
playing with snow, imagining themselves in a fairy-tale street with the
costumes they wear. They play games such as making snowballs and
building snowmen with drama.
6.
activities
The contribution to the story can be one word or a few sentences, but
the important thing is to advance the story even if it is just one word.
The story must be completed somehow. A student may speak several
times until the story is completed.
7.
Other notes Drama activity provide children goes through the under the snow and
snowman.
8.
3-4 method photos

114
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
Romania, Rază de Soare Kindergarten.
2. Teacher/ Teachers Gheorghe Nicoleta/ Ceaușu Ioana
3.
Name of the method My country, ancestral land (Cognitive competence: My land, my people,
my history - the observed method ).
4. Aim of the method Methodical and deliberate examination of an object or process.
5.
4 – 6 years old
6.
method
Through this method, children describes and understand the
environment and the events that take place in its space, they select the
representative aspects for the description of the object, phenomenon,
state etc, children observe and describe in detail the map, the coat of
arms and flag of Romania (shape, size, color etc), identify the relief
shapes, the significance of the colours from the flag and the
characteristic aspects.
7.
activities
This method can be use in mathematical activities, environmental
knowledge activities, etc.
8. Other notes
A child can take teacher’s place and suggest to the other children to
observe an object. After a few minutes the children have to identify the
characteristics of the observed object;
9.
3-4 method photos

115
METHOD CARD
2021-1-RO01-KA220-SCH-000030958
1.
institution
2. Teacher/ Teachers Gheorghe Nicoleta/ Ceaușu Ioana
3.
Name of the method My country, ancestral land (Cognitive competence: My land, my people,
my history - teamwork ).
4.
Aim of the method • collaboration between partners to make a single final product;
• decrease working time;
• stimulating creativity;
• identifying more solutions;
5.
this method is
appropriate
4 – 6 years old
6.
method
Children will be divided into teams and will collaborate to realize: the
Romanian flag by applying the color to the palm (fingerprint technique)
and alternating coloured cubes; the combination of puzzle pieces to
reconstruct the map of Romania, they will make the Romanian flag
using coloured rice and they will draw the map outline.
7.
activities
This method can be used in art crafts and artistic activities, sports
activities, mathematical activities, environmental knowledge activities,
language activities etc.
8.
Other notes
This method (teamwork) develops communications skills, collaboration
and a competitive spirit.
9.
3-4 method photos

METHODOLOGICAL GUIDE OF GOOD PRACTICES : ACTIVE STRATEGIES FOR INCLUSION AND DIVERSITY IN EARLY CHILDHOOD A.S.I.D.E.C

METHODOLOGICAL GUIDE OF GOOD PRACTICES : ACTIVE STRATEGIES FOR INCLUSION AND DIVERSITY IN EARLY CHILDHOOD A.S.I.D.E.C

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