Integrating and incorporating these activities into various school events and everyday educational practice enhances their impact and helps children develop a critical stance on using digital and technological tools and a deeper understanding of how digital tools can be used to foster environmental awareness.
The EACH project aims to address three different topics – digital competence, climate change and sustainability, and transversal competences.
The project proposes various ways to address these three topics by adopting a child-centred pedagogical stance which fosters activities that work on key transversal competences (metacognitive, social and critical thinking skills) while simultaneously promoting environmental awareness.
The portfolio provides several activities which can be used and which can inspire further activities in the same pedagogical take. All kindergarten and school trips to the neighbourhood, or to the park, to the supermarket, to the swimming lesson in the city pool, to a museum, can integrate these activities. Notably, fostering a critical perspective on digital transformation doesn’t always require using digital technology in the classroom. Our activities provide alternative methods for schools that prefer to focus on environmental awareness and critical thinking without relying on digital tools.
Kindergarten, schools and other educational institutions often have a thematic focus within the school year or on specific occasions on each school year and it is ideal to connect these activities with that theme. In addition, national commemorations can be the subject matter of activities of the portfolio sample or can be inspired by them. The celebration of a historical event may be the source of reflection on a specific topic (e.g. freedom) and the overall guiding key idea for an activity.
It is never enough to highlight the importance of inclusiveness for educational settings. Teachers know best how to make sure every child participates independently of their ability to move or speak, ensuring that cognitive variability or language challenges do not prevent children from participating.
Thus, drawing is a good way to enable participation from those who do not speak the language used in the school as well as the general population, and there are always moments to let people express themselves in their own language and get translated (or tape to get translation after). Similarly, with the help of experts in cognitive variability and physical challenges, find ways to include these children.
The goal is not only to make these individuals feel like they belong and are able to do activities – even though this is a good indicator that inclusiveness has been achieved. The more important goal is the recognition that every community is made of different individuals, and that when inclusiveness is an ongoing process the community itself can amplify thinking and learning because it is being inclusive.
The Portfolio will include reminders of the necessity of inclusiveness and offer specific recommendations that are easily transferable to other activities of the portfolio.
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