A time for ourselves

Summary

The central theme of the project is slowness, understood as the quality time that should be dedicated to children in a fast-paced society where they often feel increasingly isolated. Families were able to step away from their daily routines and experience a unique journey of cultural and European growth. Their children attended a foreign school alongside classmates from different cultures, engaging together in enriching activities such as cooking, yoga, and art, as well as nature excursions - including the discovery of Caretta caretta sea turtles. 

“Travelling with young children seemed visionary, children and families got a taste of being European; the experience had a strong impact on families and on a region, with the hope that beautiful things can also be achieved in a difficult region.” 

Topic(s) addressed 

• Active European citizenship
• Internationalisation
• Nature
• Respect and protection of the environment 

Target group(s)  

• Kindergarden children: from 3 to 6 years old

Methodologies used 

Once dropped off at school, the young students spent two mornings with their Greek classmates, engaging in activities aligned with our project plan, such as cooking workshops, movement sessions, art, and reading. For the reading activity, we selected a bilingual book that had already been explored in class. At this age, children are free from social constraints; they are not concerned about how they speak or express themselves- often not yet fully fluent even in their native language. Yet, they instinctively understand the importance of achieving their goal, by any means necessary. The group included a child from a low socio-economic background and, notably, one with a particularly difficult family history, for whom this experience may have offered a new perspective and a glimpse of different possibilities. 

Innovation environment 

Taking preschool students into a foreign environment alongside classmates of other nationalities - and engaging them in shared activities - is, in itself, an educational innovation. Teachers had carefully prepared activities tailored to their students' needs, which fostered a supportive and collaborative atmosphere. The children felt no sense of difference between one another; instead, they were united by a shared desire to achieve common goals. They were emotionally present and fully immersed in the experience. The activities explored multiple dimensions: intercultural understanding, through reading a bilingual book celebrating the slowness of time; creative expression, through crafting small turtles as a symbol of the connection between the two regions; and emotional wellbeing, through yoga sessions that encouraged relaxation and self-awareness. 

Teachers’ role 

To develop the project, teachers maintained regular, structured communication with the host school via Google Meet and WhatsApp, enabling constructive dialogue around the programme design.  

Recognising the importance of emotional wellbeing at this age, the focus was on creating welcoming and enjoyable stimuli. Children prepared for the mobility experience through activities at their home school - such as reading a bilingual book and learning shared songs and dances - which ensured a smooth, child-centred transition once they arrived in Zakynthos.  

The project allowed for an enriching exchange of methodologies and cultural practices: children and teachers alike took part in yoga, cooked traditional dishes, and supported one another throughout the activities, overcoming language barriers through collaboration and shared purpose. 

Impact and output 

Involving families - parents, grandparents, siblings - in the trip and in selected activities proved to be a key strength for the students’ growth. Without preconceived notions or language barriers, the children integrated seamlessly into the classroom and formed relationships independently. Parents, in turn, shared quality time with their children, exchanging emotions and experiences in a meaningful way. The project had a notable impact on the wider community - located in the poorest province of Italy, with high crime rates - by promoting inclusion and participation. Mothers who had never left the city and a child whose father was in prison were able to take part in the mobility. The small size of the school amplified this effect, becoming a source of inspiration even for larger educational settings. 

Learn more about the project

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