Development of societies of the majority eras and cultures was connected with creators and development of art. That is why including of creativity in the education of children is fundamental for gaining new competence, without it the educational process drives to impoverished of societies. Education without art. may lead to loss of education of creators of the future, but also innovative leaders affect various fields of knowledge. Observing present systems of education we may say that education is putting off on the less important position in many partner countries.  The results of leading observations and the analysis of kid’s creation, children from our kindergarten and school and also the conversation with teachers and parents and searching of creativity of kids and teenagers of partner countries confirm that creativity decreases every year. 
   
        It demands to improve methodological and technical side, that we would like to fulfill within partnership – school cooperation. 
The child's creativity is multifaceted in developing core competencies and in shaping the activity that gives all children a good start to the next stages of education and their positive effects.

           Combined with bilingual education, it opens the door to knowledge from many disciplines and develops the self-confidence of young students and those who are not in the traditional learning model.

Bilingual creative activities in the implementation of so-called small projects using the latest technologies will enable the participants, and their pupils, to develop the key competencies necessary for the lifelong learning process. These activities will improve the quality of early childhood education, which will ensure a good start to school. Multifaceted action will focus on areas.

           The target group of the project is teachers who will enrich their workplace and the children they work with through the implementation of the project activities, and through the implementation of the project activities they will enrich their skills "for the future"; indirectly also parents involved in the activities of the school / pre-school community for the education of their children . The target group also has educational institutions which, by participating in the project, will increase the offer as well as enrich their development programs.

      We want to spread ideas that allow participants from outside the project to interpret and disseminate the ideas they have developed, but also to enrich them with their experiences and views. Each partner has valuable experience to help with the project, gained on local soil. We will share the knowledge and good practices that we use to work with our children/students.
        Some partners also have experience in implementing international projects. The fact of cooperation between small and large schools/ kindergartens in rural and urban areas with great cultural diversity is another proof of the project's innovation.
Moreover, partner countries present different cultures, economic status, and development needs. This will give us a chance to approach the topic from different perspectives. All partner schools/kindergartens have developed many interesting solutions in the field of creative, bilingual and ICT education, especially in the areas of teamwork, project implementation and support for children with special educational needs. These solutions are a response to the needs of the local community and result from the concept of schools/ kindergartens. The content/ activities included in the project are designed to broaden the educational offer of good practice partnerships such as involving children/students in problem-solving, creating their own projects, teamwork and creative activities, outdoor activities, and new initiatives during the project.

    Innovation will also be reflected in the forms and ways of communication between ICT-based partners and the widespread use of these technologies in the didactic process. Most of the partners will be exploring actions aimed at democratizing the educational community as involving all school/ kindergarten authorities in creating development prospects and improving the quality of work of each institution. 
       It is particularly innovative in kindergartens and beginner classes where conditions are created for children to experience responsibility for their decisions and actions and to develop creative problem-solving skills - decision-making and task-learning in the educational process.