1. MULTILATERAL PROJECT: Strengthening Activity – Oriented Interaction and Growth iN the EArLy Years and TransitionS www.signals-eu.com ‘Participation’ as a learning process: a project at the first grades of primary school Kalliope Vrinioti Eleni Griva UNIVERSITY OF WESTERN MACEDONIA 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

2. MULTILATERAL PROJECT: SIGNALS This study of ‘Participation’ as a learning process is a project implemented into the two first grades of primary school(2014-2015) It was carried out in the context of the multilateral Comenius project SIGNALS. Τhe University of Western Macedonia is one of seven partners of the SIGNALS Project. 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

3. The main objective of SIGNALS (Strengthening Activity – Oriented Interaction and Growth iN the EArLy Years and TransitionS ) is the development of children’s abilities to participate actively and codecide in preschool and in the two first grades of primary school, in close cooperation with teachers, other children and their parents. 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

4. The Greek SIGNALS-Project began in 2014 with the participation of 25 first graders and continued in 2015, when these children were in the second grade. Based on the main goals of the multilateral Signals project the Greek project aimed at developing active interaction skills among children between children and adults (teachers and parents) 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

5. The Greek SIGNALS- Project was included in the school weekly timetable, and it aimed at: -Developing skills and strategies of co-constructing knowledge. -Creating an environment for children's active participation. -Encouraging children's expression through verbal and extraverbal communication. -- Creating conditions for parents’ participation in their children’s learning process. -Improving teachers’ skills, in order for them to be able to develop children’s participation and social skills in close cooperation with parents. 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

6. INITIAL NEEDS ANALYSIS 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

7. A pre-record analysis of the target situation was carried out on four levels: 1st level: Examination of the Greek School Curriculum 2 nd level: A record of children’s perceptions on classroom interaction and cooperation 3 rd level: Identification of school teachers’ views and perceptions on learning, and pupils’ participation 4 th level: Exploration of parents’ views Training seminars were carried out with the class teacher and the assistant researchers (postgraduate students) 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

8. 1st level: Examination of the Greek Language Curriculum An attempt was made to examine the Greek Cross-Thematic Curriculum Framework for Language in terms of the following research question: Does the Greek Language Curriculum of First and Second Grade of primary education aim at strengthening children’s skills for active interaction? Five subquestions related to the five concepts under investigation: “interaction” “participation” “communication” “cooperation” “play” 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

9. The analysis revealed… Although a rather limited number of occurrences were recorded in relation to:  “participation” skills development (17 occurrences)  “cooperation” skills development (18 occurrences) The Curriculum provides teachers with the flexibility of using a game-based context (28 references) in order to develop students’ “Communication skills” (79 occurrences) 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

10. 2 nd Level: Children’s perceptions/preferences The purpose of the interviews with 45 primary grade pupils was to identify: Their preferences to classroom interaction and cooperation Their participation in favourite games. The interviews were conducted in a playful context, through using flashcards, which stimulated children’s motivation for their participating in the “question – answer” process. 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

11. The first grade children participated in a physical activity with the title “Restructure the Song”. The children were given the lyrics of the song “Round-round all with Manolis being in the middle” in a jumbled order They were asked to restructure it by cooperating, interacting and communicating in groups After having restructured the game, they were asked to present it in their own way. 2 nd Level: Pilot implementation of the game “Restructure the Song” 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

12. the game begins...

13. ... entering a 'cave'

14. ... swimming in the 'lake'

15. ... ‘finding' a piece of puzzle

16. Cooperating, co-deciding…

17. ... Reflecting on the right order...

18. ... dramatizing

19. 3 rd level: School teachers’ views on learning, and pupils’ participation Questionnaires (Johansson, Sandberg, Broström, Frøkjær, 2014) were distributed to pre-primary and primary school teachers. The following research questions were set: 1) What situations can be characterized as learning? 2) What activities are important for learning? 3) What are the best conditions for children’s learning? 4) How do teachers understand participation in relation to children’s learning in school? Teachers were asked to rate the importance of each of the response options using a 4-point Likert-type scale (cf. www.signals-eu.com Project News, EECERA, Presentation (Power Point).www.signals-eu.com 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

20. The results indicated … Although a part of primary school teachers are familiar with the concepts of ''Participation", “Interaction”, "Co decision", "Communication", "Cooperation", "Activity Oriented Interaction” they are hesitating to upgrade the traditional classroom approaches and outdated teaching methods, because they believe that the modern conception of participation is time consuming. Both groups of teachers displayed a limited degree of understanding of contemporary pedagogical approaches. Teachers’ perceptions reflect only to some extend the current pedagogical approaches to children’s learning, whilst some of the important dimensions of learning are absent. 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

21. 4 th level: exploration of parents’ views Focused group interviews were conducted with children’s parents Parents’ views concerning participation/co- decision of their children (a) in the school environment (b) in the home environment 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

22. DESIGN AND IMPLEMENTATION OF THE MAIN PROJECT 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

23. A task-based approach topic-based teaching module Activity –based context Rational and Description of the PROJECT Cooperation Participation Principles interaction Communication Co-decision 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

24. Rationale and Description of the PROJECT among peers between the children and the teacher between the children and their parents. An attempt was made to create an environment of authentic communication: cooperative activities and games  outdoor physical activities  classroom activities/games  Out-school activities 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

25. Thematic units and topicsAims Specific Objectives 1.Thematic Unit: We live together… (1) Topic: “me- you- us”: our relations Children Participation Children communication Children-teacher communication Children-children cooperation Children-teacher cooperation - Development of basic social skills -Awareness of social conventions 2. Thematic Unit: We live together… (2) Topic: A visit in the classroom Children Participation Children communication Children-teacher communication Children-children cooperation Children-teacher cooperation - Social skills related to interpersonal relationships in different contexts and situations - Values and social behavious within group 3. Thematic Unit: We live together… (3) Topic: Communicating with others Children communication Children Participation Children-teacher communication Children-children cooperation Children-teacher cooperation Children-children interaction - Basic elements of communication (verbal and nonverbal) - Effective communication (assuming roles, following rules, turn taking) 4. Thematic Unit: We live together… (4) Topic: Our feelings Co-decision Children Participation Children communication Children-teacher communication Children-children cooperation Children-children interaction Children-teacher interaction -Expression of my feelings - Acceptance of feelings of others - Feelings that could lead to conflicts - Creation of a positive climate in the classroom 5. Thematic Unit: We live together… (5) Topic: Handling/managing conflicts Co-decision Children Participation Children-children cooperation Children-teacher cooperation Children-children interaction Children-teacher interaction - Developing skills, behaviors, and values to establish relationships, to solve problems of everyday life - Reporting incidents of bullying in the school environment 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

26. 6. Thematic Unit: Christmas Topic: Christmas all over the world Co-decision Children Participation Children-children communication Children-teacher cooperation Children-parent cooperation - Awareness of the cultural diversity - Different customs from all over the world 7. Thematic Unit: Take care of myself (1) Topic: health and nutrition -1 Co-decision Children Participation Children-children cooperation Children-teacher cooperation Children-parent cooperation Children-children interaction Children-parent interaction - The value of proper nutrition - Understanding the food nutrients -The relationship between nutrition and good health 8. Thematic Unit: Take care of myself (2) Topic: health and nutrition -2 Co-decision Children Participation Children-children cooperation Children-teacher cooperation Children-parent cooperation Children-children interaction Children-parent interaction - Healthy eating habits - Awareness about the importance of a balanced daily diet -Preparing a healthy diet: food groups in our diet 9. Thematic Unit: Take care of myself (3) Topic: exercise-health and diet Co-decision Children Participation Children-children cooperation Children-teacher cooperation Children-parent cooperation Children-children interaction Children-parent interaction - Developing children’s ability to choose healthy habits - Exchanging ideas on healthy living 10. Thematic Unit: Leisure time Topic: Play – learn- create Co-decision Children Participation Children communication Children-children cooperation Children-teacher cooperation Children-parent cooperation Children-children interaction Children-parent interaction - Exploitation of leisure time - Cooperation and Interaction in leisure time activities - Qualitative use/ exploitation of electronic media 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

27. IMPLEMENTATION OF THE PROJECT 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

28. Pre-task stage The children were introduced to the topic and task in a multimodal/sensory learning context (eg. stories, ppt, video clips, songs, pictures, realia, questions and answers etc.) They were motivated to participate in the games and communicative playful activities that follow in the next stage. 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

29. Task cycle: The children cooperated on a common group task, *helping each other *interacting with each other The children were encouraged to use the language creatively through *participating actively in activities *performing them by deciding together on the ‘solution of the problem’. Upon the completion of the task, the leader of each group announced their decision and presented the process of solving the problem to the teacher and the classmates. 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

30. Follow up phase: school-home ‘bridge’ to make children practice newly acquired knowledge through participation in classroom and out of school activities to motivate parents’ involvement in cooperative/interactive activities. Parents’ involvement in their children’s activities by interacting and co-deciding was considered of great importance. An activity was given to every child in order to cooperate and to carry it out in collaboration with their parents Parents’ involvement became even greater in the last thematic units related to “health and nutrition”. The children in cooperation with their parents prepared the week's menu. 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

31. EVALUATION OF THE PROJECT 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

32. On-going and summative forms of evaluation were conducted in order to record the effectiveness of the Greek Project with the employment of the following instruments: focus group interviews were conducted with the children’s parents focus group interviews were conducted with the children, at the end of the project, to record their satisfaction from the project and the difficulties they encountered. Journals were kept by the teachers once a week in order to reflect on the learning process, on issues related to children’s participation, communication and interaction. Journals were kept by the assistant researchers (postgraduate students) once a week 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

33. Parents’ views on their experience from the project At the end of the project, a three hour follow up meeting was held. During that meeting, there was a fruitful discussion with the parents. Parents provided us with interesting information about: their children’s views on the project their children’s enthusiasm before and after each intervention their children’s willingness to cooperate with their parents in performing activities Parents’ involvement in activities The meeting ended with the agreement from the part of all stakeholders on building further cooperation in the future between ‘school and home’. 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

34. Teacher’s journal - Assistant researchers’ journals The class teacher The assistant researchers At the beginning of the project, the class teacher perceived working in a task-based context as a time consuming process. However, after the third teaching session, she considered the interventions as a successful experiment, since those games and activities motivated the children to participate actively and to co-decide on ‘realistic’ issues that concern children. Those records are in line with those of the assistant researchers In the first sessions: the children’s unfamiliarity with participating in group working and cooperating and interacting within group (turn taking, misunderstanding…) After the 3 rd / 4 th session: effective cooperation, interaction and communication they realized that they should change their philosophy related to the educational process that takes place in a classroom 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

35. Conclusion The project’s innovation was mainly based on children’s active participation in a ‘task-based’ context as well as parents’ cooperation with their children in collaborative activities. We suggest that such a project could be implemented as an alternative educational practice in a some other primary schools in Greece. Teachers could experience the culture of ‘democratic dialogue’ and realize that ‘participation -cooperation - interaction’, as learning sub-processes, are not time consuming, compared to the traditional ones. On the contrary, they compose a creative process resulting into: learning to do learning to learn learning to be together 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

36. References Bourke, J. (2006). Designing a topic-based syllabus for young learners. ELT Journal, 60(3), 279-286. Broady, E. (2006) Learning and Interaction: Developing Through Talk. Language Learning Journal, 34, 62-66. Broström, S., Sandberg, A., Johansson, I., Margetts, K., Nyland, B., Frøkjær, T., Kieferle, Ch., Seifert, A., Roth, A., Ugaste, A. & Vrinioti, K. (2015). Preschool teachers’ views on children's learning: an international perspective. Early Child Development and Care, 185 (5) 824-847. Broström, S., (2014) Preschool teachers’ views on children's learning in preschool in Sweden and Denmark. European Early Childhood Education Research Journal, 22 (5), 590-603 Cross Curriculum Framework of Greek Language for Primary School. (2003). Athens: Pedagogical Institute. http://ebooks.edu.gr/info/cps/2deppsaps_Glossas. Griva, E. & Semoglou, K. (2013). Foreign language and Games: Designing and implementing physical activities of creativity at early years (In Greek). Thessaloniki: Kyriakidis Ed. Johnson,W.& Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston: Allyn - Bacon. Miles, M. & Huberman, M. (1994). Qualitative data analysis. London: SAGE Publications. Nunan, D. (2004). Task-based language teaching. Oxford: Oxford University Press. Shier, H. (2001) Pathways to Participation: Openings, Opportunities and Obligations. Children &Society, 15 (2), 107-117 Raths, J. (2001) Teachers’ Beliefs and Teaching Beliefs. Early Childhood Research & Practice, 3, (1), http://ecrp.uiuc.edu/v3n1/raths.html Willis, J. (1996). A Framework for Task-based Learning. London: Longman. Wright, A., Betteridge, D. & Buckby, M. (2005). Games for language learning. New York: Cambridge University Press. Vrinioti, K. (2014) Entwicklung der frühpädagogischen Ausbildung in Griechenland: Von der Funktionärin des Nationalstaats zur professionellen Akademikerin, in Fthenakis, W. (Hrsg.). Frühpädagogische Ausbildungen international, Reformen und Entwicklungen im Blickpunkt, 221-250. Bildungsverlag EINS, Köln Vrinioti, K. (2013) Professionalisation in Early Childhood Education: A Comparative View of Emerging Professional Profiles in Germany (Bremen) and Greece. European Early Childhood Education Research Journal, 21(1), 150-163 Vrinioti, K. /Matsagouras, E. (2004): The Transition from Kindergarten to School: Social Life and Learning in the School Class from the Perspective of the Beginners. European Con­fe­rence on Education Research. European Education Research Association (EERA), Rethimno, 22-25 /9/, http://www.leeds.ac.uk/educol/documents/150041.htm 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015

37. Thank you for your attention vrinioti@uowm.gr egrivaefl@gmail.com 2nd International Conference on Reimagining Schooling Thessaloniki, Greece 24th, 25th & 26th September 2015