Mental Healthcare at Kindergarten Erasmus Project

Project Title

Mental Healthcare at Kindergarten

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 : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Health and wellbeing; International cooperation, international relations, development cooperation; Research and innovation

Project Summary

We continue the corporate work based on the already finished ERASMUS+”CSEPP” competition’s experiences and vocational elements. The children’s, parents’, educators’ mental health consist in a focus again, but highlighted with targeted family therapy skills with spotlighting family protection viewpoints.
After establishing the confidental contact between the family and kindergarten, the two projects acquaints the familiy’s homeostatic/dysfunctional symptoms the with partners, it helps to recognize and identify the related symptoms, makes a comparison in terms of generations, and tries to find the trans-generation consequences spanning the generations.
This is important knowledge of the educators’ vocational competence, since nowadays the family functions has been changed, the family’s strength giving emotional safety faded, lost, the children are anxious and fighting with different types of psychic and behaviour problems, which can lead to learning difficulties, deviance and dropping out of school.
The difficulties in the families generate pathological processes, and they appear in the institutions’ everyday life, not only working with the children, but in connection with collaborating with the parents. The child groups’ dynamics is is fraught with difficulties; the parents, children and educatos barely have constructive solutions, and effective strategy.
Their professional development in the topic is essential, not only on the level of the acute interventions, but the long-distance child and family support, and keeping their own motivation, verificate their competence and respect, avoiding burn out for the sake of the efficient helping process. Important elements of the application are children’s needs-based preschool education and organization and its children’s rights questions.
These are all the fundamental questions of the children’s development and well being in the long run! Participants of the project are high trained special examination drama educator, equal opportunity specialist, family therapist, and successfully and actively participating motivated kindergarten teachers and other helping professionals – some of them participated in resultful ERASMUS+ projects earlier. This makes this project a very meaningful and active continuation of former collaboration. We put it down in the common cooperation of our project closed already, that what kind of additional knowledge needed for to the learning process.
The presence of the artistic devices are important surface not only because of the children’s development, but they are supporting the helping interventions, like right cerebral hemisphere techniques, because it works with emotions, with inner pictures, and verbality is not needed. These techniques help relieving the self-expression, moderate the problems and the anxiety, and the projection of the inner feelings – with these information professionals are able to help the frustrated, anxious, even deviant child and families.
These techniques – tale, puppetry, song-music-dance, doing craftwork – are worthy devices for the therapeutic work, and although the educators do not obtain therapeutic practice with this, and do not get authorisation for the continuation of therapies, after all they are capable with recognition, and assistance through identify the problems, interventions, and education.
Effective and meaningful knowledge helps us to activate the appropriate helping professional, the competent cooperation with the family helpers trained for this, psychologists, because they understand and capable to identify the problems of the individual or families, and they can forward them to competent educators. This is enormous help for all participant.
Beside sensibilization it is important to identify the mental condition and problems – of the socially disadvantaged, support needed children, families, families with disabled children – for the sake of proper empathic and authentic teachers ‘ attitudes and intervention.
The experiences and practices of the different countries are not only European values, and spotlights the viewpoints of the quality of being multicultural, but questions force of the national sense of identity, our mother tongue, our folklores, in crisis the coping strategies in terms of not only the kindergarten, but for different generations as well.
The two short-term training is intrinsically linked to the topics of partner’s meeting – and the planned content of the meetings and the constant work between them (incase of good practices, interviewing older and younger generations) are essential part of the overall project goals.
Our cooperation develops the participants methodological, psychological culture, and communicational abilities, which will affect positively each institutes and have long-distance international results.
We are spreading our project results by methodological notebooks, short films, publications, conferences, web surfaces on a local, national and international.

EU Grant (Eur)

Funding of the project from EU: 85740 Eur

Project Coordinator

Csip-Csup Csodák Magánóvoda & Country: HU

Project Partners

• Materská skola s vyucovacím jazykom madarským – Óvoda, Zizkova 4, Kosice
• Gradinita Ficanka