Project acronym: CRIS
Basic information
Project Title
Project acronym: CRIS
Full project title
An innovative and safe playground for our students
Category
Prioritising the places and people that need it the most
Project Description
The team found that the playground is a place of psychosocial suffering, with moments of fear and conflict that children are unable to manage. As a result, they are less available for learning and are at greater risk of dropping out of school.
This project has enabled teachers in the various countries involved to develop methods and strategies to make this free and recreational time healthier, so that pupils are more available for learning in line with local realities.
This project has enabled teachers in the various countries involved to develop methods and strategies to make this free and recreational time healthier, so that pupils are more available for learning in line with local realities.
Geographical Scope
Cross-border/international
Project Region
CROSS-BORDER/INTERNATIONAL: France, Romania
Urban or rural issues
It addresses urban-rural linkages
Physical or other transformations
It refers to other types of transformations (soft investment)
EU Programme or fund
No
Description of the project
Summary
The main objective is to create coeducational mechanisms that help children to flourish, with the aim of improving learning times. The target audience is children from nursery school to secondary school. The specific objectives are as follows:
Modification of the teacher's practices so that children are more active in managing their relationships with others.
Promote children's key skills towards each other.
This link strengthens trust between peers and encourages cooperation in working groups. Active work on the rules of life and behaviours appropriate to cooperation thus encourages the learners' role in the learning process and their personal development.
Introduction of the environments after the training of the recreation ambassadors. The various facilities served as a catalyst for this training and demonstrated the need to put rules in place so that everyone could enjoy the games in peace. These rules were applied in different areas of learning.
This project promotes the inclusion of all children, and is accessible and transferable regardless of location. What's more, it is sustainable over time, as it can be repeated year after year thanks to peer training. Its participatory and cross-disciplinary approach makes it an exceptional quality, even including work on biodiversity.
Impact on the group has encouraged personal development and learning. Empathy has developed strongly in the school and has led to mutual support. This has improved communication and openness to others. Because of the colleague's pregnancy, many substitutes took part in the project and found the concept interesting. The parents who took part in the project passed on this innovative approach to others. This had a knock-on effect on the whole school community, improving learning.there was much less violence in and around the school.
Modification of the teacher's practices so that children are more active in managing their relationships with others.
Promote children's key skills towards each other.
This link strengthens trust between peers and encourages cooperation in working groups. Active work on the rules of life and behaviours appropriate to cooperation thus encourages the learners' role in the learning process and their personal development.
Introduction of the environments after the training of the recreation ambassadors. The various facilities served as a catalyst for this training and demonstrated the need to put rules in place so that everyone could enjoy the games in peace. These rules were applied in different areas of learning.
This project promotes the inclusion of all children, and is accessible and transferable regardless of location. What's more, it is sustainable over time, as it can be repeated year after year thanks to peer training. Its participatory and cross-disciplinary approach makes it an exceptional quality, even including work on biodiversity.
Impact on the group has encouraged personal development and learning. Empathy has developed strongly in the school and has led to mutual support. This has improved communication and openness to others. Because of the colleague's pregnancy, many substitutes took part in the project and found the concept interesting. The parents who took part in the project passed on this innovative approach to others. This had a knock-on effect on the whole school community, improving learning.there was much less violence in and around the school.
Key objectives for sustainability
The project is exemplary in terms of its sustainability, with two key objectives achieved:
-A change in teachers' practices. Prior work on their emotions and how to manage them has been beneficial. Initially, it was difficult for them to commit to this change. But today, it is still working because they have seen the benefits of this change. They needed support.
-Similarly, the management of the children's psychosocial skills towards each other was preceded by work on their emotions and how to manage them. This objective continues to be pursued because the training is peer-to-peer.
-A change in teachers' practices. Prior work on their emotions and how to manage them has been beneficial. Initially, it was difficult for them to commit to this change. But today, it is still working because they have seen the benefits of this change. They needed support.
-Similarly, the management of the children's psychosocial skills towards each other was preceded by work on their emotions and how to manage them. This objective continues to be pursued because the training is peer-to-peer.
Key objectives for aesthetics and quality
The priority of this project is social inclusion through co-education.
We consider that all the activities in which the pupils have been involved during the course of this project have provided substantial help in the direction of forming coeducational mechanisms favourable to children's development. These aspects are reflected in the way our pupils express themselves and cooperate in the school environment, as they have developed skills of cooperation, negotiation and resilience, and are more empathetic and less aggressive in conflict situations. The practice of intergenerational/intercultural games by pupils, sporting or artistic activities (drama, creative workshops), the involvement of pupils in environmental protection activities (insect hotels, seedlings, tree planting) are ideas for activities and valuable educational resources that can be multiplied and enriched in different educational cultures. Exchanges of good practice between the participating teachers provide a basis for thinking about the implementation of new educational strategies to combat violence at school.
We consider that all the activities in which the pupils have been involved during the course of this project have provided substantial help in the direction of forming coeducational mechanisms favourable to children's development. These aspects are reflected in the way our pupils express themselves and cooperate in the school environment, as they have developed skills of cooperation, negotiation and resilience, and are more empathetic and less aggressive in conflict situations. The practice of intergenerational/intercultural games by pupils, sporting or artistic activities (drama, creative workshops), the involvement of pupils in environmental protection activities (insect hotels, seedlings, tree planting) are ideas for activities and valuable educational resources that can be multiplied and enriched in different educational cultures. Exchanges of good practice between the participating teachers provide a basis for thinking about the implementation of new educational strategies to combat violence at school.
Key objectives for inclusion
The training courses enabled peer mediation to be introduced in the various schools. -Getting the court mediators (Ambassadors) to get to know each other better - Creating a spirit of cooperation and mutual aid within the team of mediators - Defining the notions of communication and listening - Practising different communication techniques.
All of this with the main advantage of installing games for their well-being. Afterwards, they realised that their interpersonal skills had evolved considerably, even without games.
The spaces created over the two school years offer opportunities for diversifying activities during break time, encouraging and facilitating interaction and socialisation between all the pupils in the school, regardless of their parents' income, ethnic background or occupation, all of which helps to increase social inclusion.
All of this with the main advantage of installing games for their well-being. Afterwards, they realised that their interpersonal skills had evolved considerably, even without games.
The spaces created over the two school years offer opportunities for diversifying activities during break time, encouraging and facilitating interaction and socialisation between all the pupils in the school, regardless of their parents' income, ethnic background or occupation, all of which helps to increase social inclusion.
Results in relation to category
The impact on the target group has encouraged personal development and learning. Empathy has developed strongly in the school and has led to mutual support. This has improved communication and openness to others. Because of the colleague's pregnancy, many substitutes took part in the project and found the concept interesting. The parents who took part in the project passed on this innovative approach to others. This had a knock-on effect on the whole school community, improving learning.
How Citizens benefit
The impact on the target group has encouraged personal development and learning. Empathy has developed strongly in the school and has led to mutual support. This has improved communication and openness to others. Because of the colleague's pregnancy, many substitutes took part in the project and found the concept interesting. The parents who took part in the project passed on this innovative approach to others. This had a knock-on effect on the whole school community, improving learning.
Physical or other transformations
It refers to other types of transformations (soft investment)
Innovative character
The innovative nature of the project lies in the fact that its primary objective is to promote well-being at school by using different tools and, above all, different attitudes. The tools came after the children had learned psychosocial skills, to keep their motivation alive. More tools were made available depending on the group's success, like positive conditioning. As long as behaviour isn't regulated, we won't be able to have this new game. That's how we made them understand the need for a certain attitude to make certain games available. We used a diversion pedagogy to achieve our ends.
In this way, well-being was built up as the main lever for academic success.
What's more, with the project starting in 2020, and with pandemic restrictions in all our schools, we were forced to adapt and reschedule the timetable for the mobility planned in the application form. Despite all these obstacles, thanks to the excellent collaboration between the partner schools, we were able to carry out all the planned activities and carry out all the training visits in a physical format. All the project objectives were achieved.
In this way, well-being was built up as the main lever for academic success.
What's more, with the project starting in 2020, and with pandemic restrictions in all our schools, we were forced to adapt and reschedule the timetable for the mobility planned in the application form. Despite all these obstacles, thanks to the excellent collaboration between the partner schools, we were able to carry out all the planned activities and carry out all the training visits in a physical format. All the project objectives were achieved.
Disciplines/knowledge reflected
All the activities were adapted to suit the age and individual characteristics of the children. During the project implementation period, activities were carried out (individually, in pairs or in teams) such as: - creating a logo - making models (school grounds, play areas) for their leisure time, - making models (school grounds, play areas) for their leisure time, - seeds were sown and data collected on the stages of plant development - insect hotels were made and the lives of these creatures were monitored - ceramics and art workshops were organised - poems on the theme of nature were selected and recited - themed school plays and festivals - treasure hunts - rebus - traditional and contemporary games. The staff involved in carrying out this project included :the legal representatives of the partner institutions (kindergarten/elementary school directors), the coordinators of each school, educators and school teachers who facilitated the carrying out of all the activities in which their pupils were involved, counsellors, psychologists, school mediators, teachers of civic and moral education, philosophy - who carried out training during the transnational learning activities, teachers of foreign languages, arts, sport, school support teachers, who in turn played an active role in carrying out the activities with the pupils or as trainers at the transnational events.In this way, multi-disciplinary teams were formed which, through their involvement during the course of the project, facilitated the integration of project activities at the level of several disciplines.
The pupils' parents played an active and important role in the project: they were informed during the meetings with the parents of each partner school, they took part in the surveys carried out by the school councillors on the themes of empathy, violence in the school playground and the importance of rules.
The pupils' parents played an active and important role in the project: they were informed during the meetings with the parents of each partner school, they took part in the surveys carried out by the school councillors on the themes of empathy, violence in the school playground and the importance of rules.
Methodology used
The induction of co-educational mechanisms favourable to children and their learning used a diversion pedagogy.
The first step was to ask the entire educational community: How can we make children feel good at school? Our stated aim was to make the children feel more fulfilled, especially at playtime. The whole community responded and was willing to help us resolve this problem.
We trained ourselves and then identified and trained ambassadors with the support of everyone during the first year.
The second year saw the courses adapted to local needs and inclusion.
The first step was to ask the entire educational community: How can we make children feel good at school? Our stated aim was to make the children feel more fulfilled, especially at playtime. The whole community responded and was willing to help us resolve this problem.
We trained ourselves and then identified and trained ambassadors with the support of everyone during the first year.
The second year saw the courses adapted to local needs and inclusion.
How stakeholders are engaged
The project brings together four partners from two countries (Guadeloupe-France and Romania). At the start of the project, the experience of the partner institutions in implementing European projects was different: two schools had extensive experience in Erasmus+ and eTwinning projects, and two schools were first-time Erasmus+ funders. The collaboration between the four schools was excellent, and the project activities were carried out in full. The Maternelle de Viard, the coordinating institution, was in constant communication with the partners, constantly showing that the activities were being carried out according to the project timetable, and was also responsible for disseminating the results of the project.Raphael Cipolin primary schools, which holds the Euroschool title, was responsible for managing the logo competition and the Nos jeux/Vos jeux activity.Joseph Reimonenq primary schools managed the Ideal Play Space activity, evaluated the activities and translated the project results into tables and graphs.Lucian Blaga" High School in Romania, which has a wealth of experience in dealing with violence at school (thanks to its coordination of the Erasmus+ project All Friends on the Internet) and in eTwinning collaboration (two eTwinning school titles), was responsible for the project site on Twinspace, training on the use of eTwinning/Twinspace and other training courses such as violence prevention, developing empathy and the role of norms and rules.
Global challenges
The CRIS project provides a real response to the 3 scourges that schools are fighting today:
-Illiteracy
-Early school leaving
-Bullying
By building well-being through peers and developing psychosocial skills, particularly empathy, bullying is a thing of the past. Because children feel comfortable at school from an early age, they like it and the learning practices associated with it. So no more dropping out.
Well-being is a powerful lever for improving learning and providing methods for educational success from an early age. So it's a very good way of reducing illiteracy.
-Illiteracy
-Early school leaving
-Bullying
By building well-being through peers and developing psychosocial skills, particularly empathy, bullying is a thing of the past. Because children feel comfortable at school from an early age, they like it and the learning practices associated with it. So no more dropping out.
Well-being is a powerful lever for improving learning and providing methods for educational success from an early age. So it's a very good way of reducing illiteracy.
Learning transferred to other parties
transferable and reproducible. The questionnaires simply need to be adapted to suit each locality. The same goes for training teachers and children. We didn't use any special technology because we didn't have the resources. As for teaching children about rules, empathy and psychosocial skills, these are universal and are taught in all languages.
Keywords
Change of practice
Living well together
transdisciplinarity
psychosocial skills
coeducation
