eTwinning day

 

Activities with the families and the kids

 

General Project Template

To reduce screen addiction among preschool children, a “Dual-Wing Model” based on teacher–family cooperation will be implemented. The model consists of two main components:

School Component

For two weeks, the teacher reads sections from the fairy tale The Time Scavenger and the Little Heroes every two days. The fairy tale consists of 22 pages and portrays the screen as a negative character that steals children’s time, while emphasizing how children work together to develop solutions against this threat. The story aims to convey the harmful effects of excessive screen time in a fun and age-appropriate manner.

Home Component

For nine weeks, families redirect children’s screen demands to alternative activities using the Screen-Free Experience Activity Package for Parents.

Activity Package

The package consists of 27 pages, includes 6 sections, and contains a total of 60 activity examples. The sections are as follows:

• Daily Game Suggestions
• Simple Experiments
• Group Games
• Outdoor Group Games
• Creative Time Activities
• Cognitive Thinking Activities

Partners

Elçin SABAH BAYSAL/ Mersin Şehit Cennet Yiğit Kız A.İ.H.L

Hello, my name is Elçin Sabah Baysal, and I am the founder of this project.

I work as a preschool teacher at Mersin Şehit Cennet Yiğit Girls’ Anatolian Imam Hatip High School. I have been in this wonderful profession for 17 years. I spent 8 years as an administrator and 11 years as a teacher.

I truly enjoy laughing, having fun, discovering new things with children, and learning from them. But what I love most is being able to capture imagination and rhythm together with them.

I am proud to carry out this amazing project with such a wonderful and hardworking team. I would like to thank each and every one of you for fulfilling these valuable responsibilities with great dedication and devotion.

Arzu Arslan Aslandağ Güzelşehir Şehit Mahmut Tekke Ortaokulu/Türkiye/Şanlıurfa

My name is Arzu Arslan. I am a preschool teacher working in Şanlıurfa. I love my profession and I value creating learning environments that support children in learning through curiosity, exploration, and hands-on activities. Nature, environmental awareness, sustainable living, and values ​​education are my priority areas in education. Through eTwinning projects, I aim to improve my students' social skills, introduce them to different cultures, and contribute to their development of cooperation, responsibility, and awareness at an early age. As a teacher open to continuous learning and self-improvement, I am happy to bring innovative educational approaches to my classroom.

GÜLCAN AYDOĞDU BURSA SABİHA GÖKÇEN ANAOKULU

Hello, I am Gülcan Aydoğdu. I am a preschool teacher who has been nourished by the love of working children for 24 years in the profession. I have been working at Bursa Sabiha Gökçen Kindergarten for 14 years. I am proud to be part of this eTwinning project. My goal is to accompany our children's development with love under the guidance of our founders and to help them develop lasting and positive behaviors. I hope it will be a productive and educational process for all of us.

Ceylan Şilan ÖZTÜRK-Turgut Reis İlkokulu-İstanbul

Hello, my name is Ceylan Şilan Öztürk. I am a preschool teacher with 5 years of experience, working at Turgut Reis Primary School in Silivri, Istanbul. I value lifelong learning, professional development, and innovative teaching approaches. I find this project very important as its topic addresses one of today’s major problems. Therefore, I am happy to be part of this project and would like to thank our project founder Teacher Elçin and all project partners.

Emine Güney Kızılcahamam Anaokulu ANKARA TÜRKİYE

Hello, my name is Emine Güney. This is my 16th year of teaching. I believe in activities that are in harmony with children's nature. In the classroom, I am a guide who loves and respects them. I am interested in children's books and drama. I have over two thousand high-quality children's books in my personal library. I am participating in this wonderful project from Ankara, the capital of Turkey. We are doing wonderful activities in nature with my students in Kızılcahamam.

Gordana Ivanoska, co-founder of the project “Dual Model for Screen Time Regulation.”

My name is Gordana, and I have been a special educator in a kindergarten for nearly 20 years. I work with children with developmental difficulties, both individually and as part of regular groups. My work also includes close cooperation with parents and support for preschool teachers who work with children with developmental challenges.

This project immediately caught my attention because we often talk with parents about the negative effects of screen time on children’s development.

Filiz TOKAR /Güzel şehir şehit Mahmut Tekke Ortaokulu/ TÜRKİYE

I graduated from Mersin University; I am a preschool teacher at Şanlıurfa Güzelşehir Şehit Mahmut Tekke Middle School. I see growing with children as a way of life. My aim in participating in the project is to introduce my students to the magical world of books instead of screens and to expand my professional network by experiencing different cultures with my wandering spirit. With my passion for books and enthusiasm for collaboration, it is a great joy to help build our children's imagination with this visionary team. Respectfully.

ERDAL APARI-100. YIL ANAOKULU/BATMAN

Hello, my name is Erdal APARI and I am a member of this project. I work as the principal at Batman 100th Year Kindergarten and have been in the profession for 27 years. I spent 22 years in administration and 5 years as a teacher. I really enjoy spending time with children, and I feel very happy when I can contribute to their future. I am married and a father of two. I feel lucky to work with you on such a wonderful project and I thank you all.

Dumea Ancuța Sanda -G.P.P. NR. 25 ORADEA- ROMÂNIA

My name is Dumea Ancuța Sanda, I am an early childhood education teacher at Extended Program Kindergarten No. 25 in Oradea, Romania. I have 22 years of experience in education and a teaching degree I. For 9 years I was also the director of a private kindergarten in Oradea. This is the second e-Twinning project I am participating in. I am very excited about both the theme of the project and its activities. At the same time, I have noticed an interest from both parents and children. 🥰

OYAHANCI/ŞULE YÜKSEL ŞENLER ANAOKULU/KONYA_TÜRKİYE

Hello, my name is Oya Hancı, and I work at Şule Yüksel Şenler Kindergarten in Konya. I am from Ankara and have been an educator for 26 years. I love researching, having fun, and spending quality time with children. I am very happy to be a part of this wonderful project.

Reading the story in a group

 

   Here we read the story about the Screen Monster in a group.

  In the prepared fairy tale, the screen is portrayed as a negative figure that tries to “steal” children’s time, while children are depicted as acting together to struggle against the screen. This narrative aims to raise awareness by making the harmful effects of excessive screen use more concrete for children.

The pedagogical value of the fairy tale is supported by Vygotsky’s theory of learning through social interaction. Children do not only listen to the story; they also discuss it with their parents, relate it to their own lives, and develop new attitudes toward screen use.       

  

Dual-Winged Intervention for Screen Time Regulation in Early Childhood

This project focuses on developing and implementing a series of story-based and game-based activities to help preschool children gain social media awareness and reduce their screen time. Our student age group is between 4-6 years old. Unfortunately, children now only play their games with their fingertips. And the people they feel most comfortable and free to communicate with are not their real-life friends, but their virtual or social media characters. Today, a child spends hours in front of a screen instead of running outside. They learn colors from pixels, not nature. And we, as preschool educators who intervene in children's education at the earliest, must recognize this danger from the outset and take action to return those little hands to soil, paint, rhythm and imagination.One of the original aspects of this project is the use of a fairy tale–based activity package supported by family involvement to combat screen addiction. Children’s literature, especially fairy tales, plays a significant role in developing children’s imagination, raising emotional awareness, and strengthening family communication.The activities included in the activity package further reinforce this theoretical approach. Examples of activities that children can implement at home with their families include shared playtime, joint reading activities, garden or park activities, creative art activities, and family conversation sessions.These activities naturally reduce the time spent in front of screens by directing children’s attention to screen-free experiences. They also strengthen family communication channels. For example, the “screen-free evening conversation” activity encourages children to share their daily experiences with their parents, thereby strengthening emotional bonds and providing a healthy alternative to screen dependency.This approach can be considered not only a pedagogical tool but also a model that contributes to the strengthening of social bonds.

      

Meeting with the parents

A meeting with parents to inform them about the goals and activities of the project. Parents sign a consent form for their children’s participation in the project. At this meeting, they were also given forms that they are expected to complete regularly as they carry out the activities.