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The target group of our project was children (3-7 years old), parents and teachers who all worked in large numbers to achieve our goals. Throughout the activities of the project, we created small ...

The target group of our project was children (3-7 years old), parents and teachers who all worked in large numbers to achieve our goals. Throughout the activities of the project, we created small gardens in our institutions, planted seedlings and later used the plants to make meals for the children, which improved their attitude toward eating vegetables. We also directed attention toward recycling. You can make toys from crops and materials that are no longer used, and the making itself requires creativity, collection, planning and joint work, which ultimately means spending quality time with the child. These activities also had a community-building effect, since the parents participated very actively (a healthy spirit of competition developed, e.g. during the creation of the bird feeder and fairy garden.) When it comes to the teachers, we managed to achieve such a degree of cooperation that we did not even imagine as we gained huge amounts of useful information and experience during the joint work.

We, together with the children and parents created gardens while teaching them about the ecological footprint. We created toys together from both waste and natural ingredients (leafs, crops) we sorted beforehand. When we cooked together, we prepared vegetables produced in the institution's garden, the children got to know vegetable types and their taste, and it is expected that they will want to eat more of them. We organized campaigns with parents to promote drinking water and DIY bird feeders from waste and also fairy gardens to preserve the fairy-tale foundations and the emotional impact. We are educators, we work with emotions, which is why we used a fairy tale close to the target age group. During the joint work, we got to know each other's country, culture, and characteristics. The children made collages and montages, tasted foreign meals we prepared together with them from recipes sent by our partners. We, the teachers, learned a lot from each other during the joint mobility training sessions. We saw, heard and "felt" how a child with ASD can be integrated with their healthy peers. We built personal connections with our peers in other countries which we believe will remain even after.

A tangible result is a colorful calendar and a printed brochure. Teachers use it for dissemination purposes and gift it to parents as knowledge-sharing opportunities. While browsing, they can see how to prepare the garden, what to plant when, so in essence it functions as a garden planting guide in addition to promoting the institution and the project. Our other result is that the large number of participants liked the activities of our project which will lead to the improvement of their attitude toward the eco-approach.