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Description
Project named „aktivirAJMO“ is implemented by ISKRA Waldorf Initiative Association in partnership with Association Breza, kindergarten Vukovar 1 and Primary school Blage Zadre Vukovar. Project which will last for 15 months is conducted in the area of Vukovar town. It is intended for vulnerable group of children (children at risk and children who are members of Serbian national minority) and children (general population), their parents and educators in kindergartens and schools in the area of Vukovar town. One of the targeted groups are the employees of OCD too. The researches mentioned in this project summary point to the following limitations of targeted groups: national division between members of Croatian and Serbian minorities, social exclusion of children at risk as vulnerable group, high level of unemployment and poverty. To achieve positive changes which include intercultural dialogue and improve conditions and life quality of targeted groups it is important to meet their needs adequately and in due time: development of new work methodologies and implementation of relevant of (educational) programs directed to empowerment of vulnerable groups. Project will be implemented in 6 modules with purpose of strengthen social justice of democratic culture and social inclusion of vulnerable groups.
Summary of project results
The ''aktivirAJMO'' project was designed to tackle persistent issues in the City of Vukovar, Vukovar-Srijem County, regarding the longstanding divide between Croat and Serb minorities and the marginalization of at-risk children. These challenges were worsened by factors such as high unemployment, poverty, dissatisfaction with living standards, and growing emigration. The project specifically addressed the national rift between Croat (representing the larger population) and Serb national minorities (representing a vulnerable group), with a focus on inclusive initiatives that involved vulnerable Serb children, children facing developmental challenges, and children from the general population. This effort included educational programs aimed at empowering marginalized groups and promoting social equality. The project not only focused on the children mentioned, but also involved their families and educators from kindergartens and schools. It was understood that these issues needed to be addressed in a wider context. Providing effective solutions required consistent support for children starting at a young age, including preschool and elementary school, as well as extending that support to the adults influencing their development, in this case parents, as studies have shown that adults are often resistant to changing deeply ingrained attitudes, while childhood presents a better opportunity for instilling values that support a democratic culture. Ultimately, the project highlighted the significance of political dedication in bringing about meaningful change through prioritizing social justice, democratic values, and the inclusion of marginalized groups.
Multiple activities took place as a part of the project, targeting kindergarten and school children, and their parents. In order to promote inclusion and cooperation within the community, new methods were created such as interactive workshops for intercultural dialogue and civic education. A series of educational workshops in kindergartens and schools were organized for the vulnerable group of children belonging to Serb national minority and children at developmental risk, and children from the general population. The workshops promoted artistic and preventive therapy activities, with the aim of increasing the children''s socio-emotional resilience, sensory and motor skills and reducing digital addiction. The workshops called "Fairy Garden" and "Little School" were specifically designed for kindergarten and preschool children, facilitated by skilled educators who followed Waldorf, experiential, and relational teaching methods. Art workshops named "Colourful Garden" were held for younger elementary school students, while human rights and civic education sessions were organized for older elementary school students. Parents were included through parents'' meetings and the interactive lectures on parent-child communication, challenges, and stereotypes. In addition, two Family Games Festivals were held, providing families with opportunities to engage in outdoor activities, art workshops, and storytelling sessions. Training sessions named "Active Educational Professionals", covering a range of topics, such as understanding children''s needs and implementing creative teaching methods were organized for educational professionals. Additionally, a handbook was created in order to equip educational staff with resources and guidelines on how to effectively implement these methods. These initiatives introduced innovative approaches to education and social engagement. As a part of the activities focused on organizational capacity development of the implementing organizations, three modules were delivered to involved CSOs'' staff with a focus on ICT education, public speaking skills, and the creation of educational resources.
The project engaged a total of 130 children spanning different age groups: 30 from kindergarten, 18 from preschool, 20 from lower primary, and 62 from higher primary school, out of which 46 belonging to the Serbian minority and children at developmental risks group. Additionally, it involved 106 parents, including 50 parents of Serbian minority and at-risk children, 30 families, 72 educational professionals, and 12 employees of implementing CSOs.
The holistic pedagogical approach of the project activities promoted educational, social, and intercultural dialogue, nurturing democratic values and fostering inclusivity within kindergarten and school communities. Positive outcomes among participating children included increased enjoyment, improved family communication, positive behavioural changes, expanded vocabulary, new manual skills, and enhanced understanding of interculturalism, identity, sustainable development, human rights, and social cohesion, particularly among older elementary students.
Parents, recognized as a priority group, benefitted from active engagement in specialized lecture series on democratic culture and civic awareness that fostered an interactive environment and encouraged reflection on educational practices. They also had opportunities to network and build connections during two Family Games Festivals, enhancing cooperation and social cohesion.
Educational professionals benefited from specialized training on effective Waldorf education practices and strategies for promoting social inclusion and reducing inequality. Their positive feedback indicated a demand for more such training sessions in the future. Post-project, educational professionals continue to benefit from a comprehensive digital manual, facilitating ongoing professional development and sustaining the project''s impact.
The project introduced the ISKRA association to Vukovar, expanding awareness of Waldorf pedagogy in the region and garnering significant interest and engagement from parents, educational professionals, and the broader community. Through media coverage and outreach, the project has contributed to raising public awareness and understanding of Waldorf pedagogy, reinforcing its importance in modern educational discourse.