Emotional Competence in the school: Smile! Erasmus Project

Project Title

Emotional Competence in the school: Smile!

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2015

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Inclusion – equity; Early School Leaving / combating failure in education

Project Summary

The conclusions of European Council and European Commission as well as strategy EUROPA 2020 strongly pointed out the need for development of quality schools, programs, interventions in the Member States to meet the objectives: improvement of basic and transversal skills of students and school staff, improvement of Early years Education and Care, to combat early school leaving, social exclusion and poverty. The education and training systems often do not provide sufficient targeted support for pupils to cope with emotional, social or educational difficulties and to remain in education and training. We, as practitioners, are strongly aware of impact emotional and social competences have on personal development and school performance from pre-school age onward .The first target group of the project were children and pupils. This project most relevant objective was to improve emotional and social competences of children and students with positive effect on their key competences, prosocial behaviour and academic results. Secondly, we aimed to improve inclusive school practice by special focus and participation of students with fewer opportunities facing different obstacles. We expected our approach to have positive effect on early school leaving in the future. The second target group were the teachers and other specialised school staff. The project aimed to enhance and develop their professional knowledge, skills and experience by learning and using the innovative teaching method, as well as change in their personal beliefs about specific problems in their work with students. They also had the opportunity to improve their communication on foreign languages, digital competences, intercultural and personal competences. Third target group were parents, their participation was vital for this kind of interventions and the project aimed at improving parents understanding of social and emotional factors influencing the academic results and children behaviour as well as helping the children in the process. Forth target group were professionals in education at local, regional, national and EU level. The project aimed to raise awareness of the topic, transfer knowledge and experience, exchange good practice, derive new similar projects. Next target group was the authorities in education and policy makers and we desired to raise their awareness about the topic, to inform them about effective and quality school programs of this type, foster opportunities to spread this program to other schools and educative environments. We expected building an European identity of schools, internalization development by integrating European dimension in school activities and curriculum. We estimated 3500 participants to have direct and indirect benefit of this project including about 300 participants with fewer opportunities. Partnership included five pre-primary and primary schools from Spain, Croatia, United Kingdom, Italy and Romania. Three partners (Spain, Italy and Romania) had a lot of experience in European Union funded partnership projects. Croatian and UK partner participated in these kind of project for the first time. All schools had experience in inclusive practice but different models are applied and that is the added value for this project. Project objectives were reached by development, implementation and evaluation of the learner-centered approach based on Social and Emotional learning (SEL). Project activities were integrated in regular class curriculum and extra-curricular activities and developed gradually by teachers and pupils from 4-11 years of age. Main activities started with transnational project meeting and Training event organised in Spain, followed by transnational project meeting every six months and finalized with Multiplier Event held in Croatia. The evaluation and assessment was carried out in all project phases, especially by the partner project leads and the lead Co-ordinator, an educational psychologist. The main intellectual output was a Teaching Manual : Ways to SMILE : a Handbook for Teachers and an accompanying Emotions Pictionary in five languages. We also created several other tangible materials (Webpage,eTwinning project, School Mascots, Project Logo, Portfolio Books, SMILE Song, Smile Corners , School Movies, School Performances and Power Point presentations). Impact was attained on personal level (pupils, teachers, parents), school level (innovative curriculum, school climate, interpersonal relations, school image and position in local and regional communities), community level ( local, regional and, in some partner countries, national educational organisations and authorities were introduced to our methodology and results). We expect longer-term benefits because social-emotional learning is strongly supported by our school’s headmasters and school curriculum. The Handbook is downloadable, open educational resource and many schools showed significant interest for our project activities.

EU Grant (Eur)

Funding of the project from EU: 83937 Eur

Project Coordinator

Djecji vrtic Petar Pan & Country: HR

Project Partners

• Scoala Gimnaziala Nr. 4 “Elena Donici Cantacuzino”
• East Hunsbury Primary School
• CEIP Aldebarán
• Istituto Comprensivo “Verdi – Cafaro”