We live in a technocratic age, and today we are increasingly seeing children staring at their computer or phone. We see fewer people talking to each other. Today, we are increasingly flooded with information from various sources, but we are becoming less aware of it and that is why we are often talking about “functional illiteracy”. Today, most teachers share that children are indifferent to education, school and learning in general. Parents and teachers, we are facing a very serious problem – To be able to involve children and students in a conscious educational process so that they can understand what they see, hear, read and feel, and most importantly, respond appropriately to all this.

The main objective of the project is :
To motivate children and students for the educational process through empathy.
But not just to acquire some knowledge, as quantity, but as quality. Knowledge that will help them to think, feel and, on that basis, to do causally – investigative, logical, connections and only then to act. Therefore, we believe that the path we must take is not qualitative accumulation of a certain amount of knowledge, but qualitative education.

The key, for us, teachers is to develop emotional intelligence in children, which in many cases is more important than intelligence, because it is an important factor in academic achievement.
1. Enabling children and students to express their emotions, words, actions or drawing.
2. Encouraging adults (parents and teachers) to share their emotions with children and answer how we manage to deal with different emotions.
3. Teach children that the full range of feelings is comprehensible and part of the person, although some actions must be limited.
4. Understanding   the external atmosphere (sun, rain, wind, different aromas, etc.)  and how it can affect our emotions, which contributes to the development of emotional intelligence.

Emotional intelligence is the ability of people to recognize and manage their emotions, the ability to communicate, which is why many researchers in this field also call it social intelligence. Stepping on this basis and following the goals that we set ourselves, teachers, we want to direct our efforts to children and students to become active, seeking and aware partners in the educational process to achieve a quality level of acquired knowledge and skills. The activities we intend to implement are directly related to the five areas that cover emotional (social) intelligence:
– emotional control,
– self-awareness,
– self-motivation,
– empathy and
– skills for creating and maintaining relationships