Building competences of early childhood with Erasmus+

We believe that the “learning through environment” method is a good way to create opportunities through a variety of learning impulses to specifically support children’s development. By using the ...

We believe that the “learning through environment” method is a good way to create opportunities through a variety of learning impulses to specifically support children’s development. By using the method in daily work with children, they are supported in the following areas of development: motor skills, creativity, mathematical understanding, language and communication skills as well as their knowledge of geometric shapes. In our opinion, the immediate environment of the kindergarten and the environment with which the children are already familiar play an important role in strengthening their skills. As children continue to get to know the area, they will feel like they are part of society. Social skills are also an important aspect of the project, as are existing knowledge and skills in the areas of communication, behavior, values ​​and orientation. It helps them to talk about the surroundings, such as parks or playgrounds, that they already know and find common interests with other children. It is also a good method for constructive behavior within a group and for building friendly and positive contacts.

One of the important activities of the project was the exchange of ideas and practices on the topic of "Learning through environment". Especially because kindergartens work according to different educational plans and methods and it was interesting to find out how these can be linked to the method in working with the children.The on-site visits to the other educational institutions made it possible to observe the practical work and discover new ideas and possibilities. The parents were informed about the “Learning through environment” method and how it can provide additional support for the children’s development. The exercises in the book were designed so that the children can do them together with their parents and it was important that the kindergarten environment is also clearly visible in the story and the exercises. At the local level, the project results, especially the book that was created as part of the project, were shared with the children's parents and families, as well as with other educational institutions. General information about the project and the idea of ​​the "Learning through environment" method was also published.

The main goal of the project was to create a book with a story and various exercises on the "Learning through environment" method and the environment familiar to children in every educational institution. All of the exercises in the book were created in collaboration with the children because it was important for us to make them really child- and age-appropriate. The exercises promote various areas of development such as creativity, mathematics or language. The book is intended for children ages 4 and up and each educational institution publishes the book in its native language. It was distributed to the children's parents and families as well as other educational institutions as part of the project. But it was also important for us to exchange best practices and experiences within the project. It was interesting to hear how the method was used in other kindergartens and what the children thought about it. The exchange with other educational institutions not only gave rise to new ideas about how the method can be implemented in work with children and what other ideas and possibilities are possible.