Together with European partners, we develop and test new pedagogical approaches – from kindergarten to youth work. What we learn flows back into our training and consulting.
Guided by their teachers, children carry out the experiments themselves rather than simply watching a demonstration. Through hands-on discovery, four- to six-year-olds explore science and sustainability.
What makes it different: 15 experiments children carry out themselves with their teachers' support – plus a handbook and videos for everyday practice.
How we use it: In our training, we draw on the 15 experiments. Educators guide four- to six-year-olds as they carry out experiments, observe and explore nature and sustainability outdoors. The children's own questions lead the way.
Kindergarten children in Austria and Germany meet by video, introduce themselves and tell each other about their everyday lives.
What makes it different: Digital media become a tool for connection: children use them to get in touch with peers in another country.
How we use it: In our training, we explore exchanges between kindergartens. Educators introduce children to European languages and cultures and, where international partners are in place, guide age-appropriate video calls between groups. Children tell each other about their daily lives and share experiences.
20 creative read-aloud methods from 29 educators in 7 countries turn reading aloud into a lively conversation.
What makes it different: Read-aloud techniques for multilingual groups – collected in a handbook in German, English, Swedish and Slovenian, plus webinars.
How we use it: In our training, we practise interactive reading aloud. Educators pause to ask open questions and invite children to discuss stories together and connect them with their own experiences. They support vocabulary development and make room for the group's different languages.
Instead of handing over ready-made knowledge, Wonder Learning starts with a question, a puzzle or a surprising phenomenon. Children's curiosity sets the learning in motion.
What makes it different: Children observe, ask, try things out and find their own answers – digital activities support discovery rather than replace it.
How we use it: In our training, we explore curiosity-led learning. Teachers begin with a surprising phenomenon or a child's question and guide children as they observe, experiment and solve problems together. Digital activities support discovery rather than replace it.
A month without bought toys: children invent their own play – with boxes, fabric scraps, pine cones and stones.
What makes it different: A practical guide shows kindergartens how to run their own toy-free month using recycled and natural materials.
How we use it: In our training, we explore toy-free play. Educators set conventional toys aside for a period and offer everyday objects, recycled materials and natural materials instead. Children invent games, build together, negotiate roles and learn to cooperate.
Belonging starts with relationships: shared activities around feelings, empathy and languages help shape a classroom where every child has a place.
What makes it different: Multilingualism as a bridge: when children's languages are heard in the classroom, a sense of belonging grows.
How we use it: In our training, we focus on belonging. Educators organise cooperative activities, talk with children about feelings and practise listening to each other and seeing things from another's point of view. They include each child respectfully and strengthen relationships within the group.
Screen-free coding for three- to six-year-olds – while learning empathy: coding becomes a shared, social experience.
What makes it different: Bringing logic and compassion together: coding tasks are set up so that children help each other and see things from another's point of view.
How we use it: In our training, we practise screen-free coding. Educators guide three- to six-year-olds through movement games, sequences of steps and small team challenges. Children practise logical thinking, wait patiently for each other and offer help, making empathy part of solving problems together.
Experiencing Europe rather than just learning about it: young people with fewer opportunities come together for a youth exchange in Vienna.
What makes it different: Accessible learning materials make sure every young person can learn and have their say – whatever their starting point.
How we use it: In our training, we explore European rights and participation. Teachers and youth educators lead accessible discussions and participatory workshops on rights, civic participation and cultural exchange. They adapt language and activities for young people with fewer opportunities, making room for their questions and experiences.
Partners from five countries share their experience so that inclusion doesn't depend on chance but is lived across the whole school.
What makes it different: Learning from each other across borders: successful approaches from five countries inspire practice in one's own school.
How we use it: In our training, we explore inclusive classroom practice. Educators adapt tasks to different learning needs and identify what prevents children from taking part. Working with colleagues and families, they remove these barriers and make lessons and school life more inclusive.
