Azime kaya Sehit fehmi bey ilk okulu sorumluluk degeri kitap okuyorum

 A Rhythm Everyday
Music is an extremely important part of children's lives and education. The A Rhythm Everyday project focused on supporting children's musical and rhythmic abilities. The activities they participated in within the project supported and increased their creativity and imagination, coordination of their body, attention, sense of rhythm and rhythmic feeling, memory, mathematical skills. They got to know different rhythmic instruments and learned to express rhythm using instruments or playing on the body. Each month we had assigned topics and tasks on which the children worked together, individually and we also created joint products with children from partner schools. As part of the project's monthly plans, he developed rhythmic feelings, coordination, memory, and motor skills. We did important breathing exercises, rhythmic exercises, learned to recognize sounds, experimented with sounds, created rhythm with words, made rhythmic instruments, sang songs, rhythmized on the body. They created a story based on a song, sang, danced. They learned musograms. The project also included various online tools that developed children's computer skills and made our project more attractive. We have also created joint teacher products. The children composed and sang a joint song, for which the music was composed by a professional musician.
Music supports positive emotions, thinking, children can express themselves through music, and all this was supported by our project, which was multidisciplinary incorporated into our school educational programs.
The project involved children with Autism Spectrum Disorder (ASD), who together with neurotypic children from our kindergarten and with children from foreign partner schools formed an inclusive team. The project was important for children with ASD not only for the development of cognitive abilities, body coordination, psychomotor and psychosocial competencies, but equally important for them was the sense of belonging, cooperation, socialization and integration, inclusion that our project provided. The project also had a therapeutic character for them.
This project was a great benefit for us both in terms of cognitive, emotional and social aspects.

I worked on the project together with my colleague Božena Beníková from the Mravčeky class. We realised the project with neurotypic children from the class Mravčeky  and with children from the special  class Myšky at the Iľjušinova Kindergarten in Bratislava, Slovakia.