At this seminar „Open Erasmus Day” we want to spread projects’ results, our experience gained in project thus ensuring that the lessons learned will be passed onto others. The aim is to promote our outputs and results and make them sustainable. The most important results of our partnership are: – Brochure TRAVEL GUIDE – Handbook ” European way for motivation” – Results of survey to identify and to analyze the factors inside and outside school. Our final products have open license and in this way our project have not borders. It is a multiplier event to inform and engage community and stakeholders, to receive support and feedback and also make projects’ results sustainable to ensure us that the effects will be sustained after the project. So we ensure and the project visibility. Also we increase awareness about the opportunity of European project and interest in transnational cooperation.


Teachers: Cîlcic Mioara, Calcan Elena, Adam Diana

„Paths through the soul of the child …” or „From the soul, for the soul of the child” „YOU CAN THINK A CHILD …”, A SOCIAL AND FRIENDLY WAY TO OBTAIN, EXERCISE AND PERFECT COMMUNICATION SKILLS.


  • developing communication and relationship skills: pupil, pupil-parent, pupil-teacher, parent-teacher;
  • facilitating common activities for students from different cultural, ethnic and religious backgrounds;
  • developing the skills of students and parents to approach creatively and interactively.

Children grow up and develop their personality at a rapid pace, and parents and teachers need to keep up with them, without losing their authority and not being perceived as enemies. To this aspect is added the invoking gap between generations that usually begins to emerge from the threatening tone of the parent: „In my time …” or „If I had done so to my father.”

Another aspect worth considering in the usefulness of this project would be the prejudice of the parents, especially those who come from disadvantaged or more traditionalist families. Often prejudices are doubled by shame at the inability of parents to understand and help their children. The alert pace with which time runs out daily, fatigue at the end of a working day, conflicting relationships between parents, the lack of one, or even both, have the consequence of raising resistant barriers in communicating children with adults.

Unfortunately, children often do not even find a real communication partner among teachers and not necessarily because of their lack of openness, but because of objective reasons that can prevent a dedicated teacher, truly, from communicating effectively with children. Here we can mention the rigidity of the school syllabus that requires the quantitative examination of some contents in detrimental quality of the teacher-student communication, the lack of time, the rigid framework of the school space.

ü „How to teach the child to learn?” ü „What can I do to communicate effectively with my child?” ü „How can I help my child?” ü „What do I not know about him / her?” ü “Can the teacher be a friend with the parent?” ü „What does my child enjoy / disturb?” To all these questions parents, children and teachers tried to find answers together.


The beneficiaries of the activity are students of the „Grigore Moisil” Năvodari Middle  School, who came to the activity accompanied by a parent and the teacher from the classroom. The activity is organized in small groups, with each working table being placed students of the same class together with parents and the teacher. The students and parents participating in the non-formal educational workshop make a team. The main moments of the activity are:

1.PRESENTATION OF THE ERASMUS + PROJECT and of the non-formal educational workshop YOU CAN BECOME A CHILD.

2. First of all, the coordinator of the activity „I AM VERY LUCKY AND EXCITED THAT WE ARE TOGETHER!”

3. Presentation of the participants who, by themselves, attribute their status, at their choice, to describe them at the moment: „I AM Merry, I AM EXCITED, I AM SAD, I AM EXCITED!”

4. The challenge is launched: BUT WHAT ARE THE EMOTIONS?

5. To better attract children in the context of the discussion, an imagination game is created and a fictional character, EMOTIONAL, is presented. Looking at Emotional‘s photo, more details are offered … Emotionel is a boy who starts his search for emotions, which he meets daily with his family members. You can be emotional yourself. He wants to easily identify emotions, recognize them and those around him, understand them, and know how to act when dealing with emotions. Would you like to know these things? You like to play? Are you ready to start looking for emotions too?

6. The participants in the workshop are presented with the means of IT (computer, video projector, educational CD) a video about emotions, in the form of a story.


Participants are presented with cards with different situations to discover / describe. The situations are then extrapolated to their own emotions, which the participants describe:

 I am afraid of insects,

 I am scared of the dark,

 I am sad when I do not have access to the computer,

I am upset by the large volume of topics, etc.

They are constantly asked to interact with their parents or grandparents. What scares mom? What is your grandmother enjoying about you? When do you grieve my mother?

8. DO YOU KNOW THAT… .is a discussion section where we find interesting and less known things about emotions.


10. THE EMOTION BURNING … WORK WITH THE PARENTS. The teams have to complete through the emoticons the states they go through at different times of the day and in different hypostases, all drawn on a buburuza. The work is colored and decorated.

11. The notions discussed by a GAME IN VERSES are set „SAY MORE!” „A little older child / He hit me; it hurts me a lot / I look at him helplessly, / And I feel that I am… .. (angry) ”; „When the water spilled me / Over the floor I worked / I never felt artist … / I was a little … … (sad). „; „I lost a pencil, / A colleague found me, / I thanked him nicely / I was strong … (happy).”


The discussion in step 3 is the main assessment method.

Systematic observation of the behavior of the students and their relationship in the school environment and community.