REALIZATION OF INTERNATIONAL PROJECTS IN PRE-SCHOOL EDUCATION INSTITUTIONS: ANALYSIS OF TEACHERS' EXPERIENCE

Abstract

During the implementation of projects in the educational process, there is updated the content of the education, developed universal abilities, perception, thinking, and values  of the students; there is encouraged the ability to act in cooperation with others, acquired practical competence, it has a positive effect on cognitive, social and emotional development of the children. Curricula should include projects as one of the active approaches to a child’s education, creating a safe, stimulating environment that promotes emotional, social, and physical development.

Problem of the research. The websites of Klaipėda city pre-school education institutions and the eTwining platform have numerous descriptions of ongoing international projects, indicate project goals and objectives, and present project results, but there is a lack of research that would reveal teachers' experience in preparing and organizing international projects. It is important to find out how project ideas arise, what methods are used, what problems are encountered in creating and implementing projects, and what competencies are developed for children participating in international projects?

Object of the research is the experience of the teachers in the preparation and implementation of international projects in pre-school education institutions.

Aim of the research is to find out the experience of the teachers the preparation and implementation of international projects in pre-school education institutions.

Methodology of the research.

Participants of the research. Preschool education teachers.

Method of selection of the participants of the research. Criteria of selection. Criteria for selection of research subjects: 1. pre-school education teachers had to work in Klaipėda city pre-school education institutions; 2. Teachers had to carry out international projects during 2019 - 2021; 3. Teachers had to been prepared international projects by themselves.

Sample of the research. Five teachers.

Methods of the research. Analysis of scientific literature, oral survey (semi-standardized interview), content analysis.

Ethics of the research. During the interview, there were observed general principles of ethics: goodwill, respect for personal dignity, justice, and confidentiality.

Conclusions: 1. Pre-school and pre-primary education is provided in the pre-school education institution. Lithuania complies with the essential principles of quality pre-school education provided by the European Union, as well as the general principles of pre-school education and the principles of the educational process. Children attending pre-school education institutions are also assigned to the “Alfa” generation of children who want answers to their questions immediately, who value relationships with peers, and this is successfully developed carrying out the projects. Projects are planned and organized activities of the teaching / learning process, during which children acquire knowledge closely related to real life practice, there are developed all competencies. Particularly important are international projects which develop children's skills, global communication and cooperation as well as the sharing of experiential activities with other project participants. The most common platforms via which there are carried out international projects in pre-school institutions are  eTwinning and Nordplus. The role of the teacher in project activities is not only to encourage and motivate students for proactive activities, but also to perform it, giving students the opportunity to choose activities according to their abilities, hobbies and competencies. 2. Summarizing the results of the research of interviews with teachers, it can be concluded that during the development of projects, there is consulted and cooperated with children in order to improve the missing and deepen existing abilities and competencies, therefore the goals and objectives of international projects are formulated based on these criteria. It should be noted that in the being developed international projects a lot of attention is paid not only to the development of all five, but also to the development of intercultural competence. Especially there is emphasized the importance of the use of ICT for both the teacher and the children. The interviewed teachers emphasize the importance of publicizing / disseminating the results of international projects. The teachers share good practices in various seminars, trainings, and science fairs either.