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Climbing is an exciting activity that excites young children's curiosity and sense of adventure. This helps to build physical skills such as balance and coordination, while enhancing their self esteem and problem solving abilities. Climbing encourages the early development of an interest in outdoor activities, promoting a healthy and active lifestyle. Let your children experience the thrill of reaching a new height and embrace the thrill of climbing!


In young children, this entertaining activity provides a spark of enthusiasm and creativity. They're dancing to catchy songs, and using dance as an expression of themselves. In addition to the fun, music and dancing can improve coordination, boost confidence as well as enhance social skills. Make sure your little ones discover the joy of music while dancing to it and expressing themselves in a variety of ways!


Children are given a fun and active way of playing and growing through sports. Children develop physical skills, teamwork and good sportsmanship through team games and individual activities. In addition to promoting a healthy lifestyle, participation in sports builds confidence, resilience, and discipline. Let your children be exposed to the joy of sport and the lifelong benefits it brings!


The following suggested design responds to specific key words: collaboration among children, teacher-children collaboration, critical thinking, community (category I), creativity, inclusion-diversity (category II), craft ship, expressiveness, play, assessment, events (category III). Indicative aims: To identify the characteristics of the forest and recognise it as an ecosystem with a complex and interconnected web of relationships and balances. To recognise water as an essential element for life, flora, and fauna within the forest. To formulate and discuss their ideas for the construction of a 3D forest model. To propose materials and justify their suggestions regarding materials that serve their decisions (i.e., model construction) To collect information about forest animals, classify their information and construct a concept map. To choose specific forest animals and decide what they need to investigate to make a presentation to their class. To create interactive games based on the information they have collected about forest animals. To choose different ways of expression, recognising the different languages ​​available to them for expressing themselves. To relate the forest and human activities and to think about possible dangers that threaten the forest, but also ways in which the forest can be protected. To identify information from an audio-visual text and explain what evidence they relied upon to formulate their conclusions. To respect their classmates’ opinion and to be equally involved in the process of dialogue with each other and with their kindergarten teacher. Cooperate within a team to achieve a common goal. Reading a story that takes place in the forest Children read with their kindergarten teacher a story that takes place in the forest. They discuss a) the content, b) the plot, c) the scenes, d) the heroes of the story. They discuss the environment where the story takes place. They refer to their personal experiences, prior knowledge and relate their own experiences to the story they read. The kindergarten teacher guides the discussion with the question "How could we transfer the setting and the heroes of the story in our classroom?". The children discuss, propose ideas and after discussion or voting they end up creating a craft with a forest theme. The kindergarten teacher sets a condition to them. Their construction should be 3D. The children end up building a model. Construction of a 3D model Plenary discussion about the materials needed for the creation of the model, what it will include, as well as how the groups will work. Collaboration of children and groups for the construction of the model. Children assess their construction and ask themselves, guided by the kindergarten teacher, whether it includes all the necessary features that consist a forest. They decide to investigate and gather information in order to assess whether they need to add anything. I.e., water and its representation, animals. Forest animals (i.e., squirel and owl) Children’s investigation leads them to gather information about the animals of the forest. They choose to deal with specific animals that live in the forest located close to their area. They depict this information on cartons. They observe, describe the animals, compare them, find similarities-differences, classify them i.e., mammals, quadrupeds. They make their figures i.e., with plasticine and add them to the model. They make use of the information about the animals by inventing games i.e., pantomime or riddles. They vote for their favourite forest animal and decide to investigate it further. Viewing of audio-visual material Finding and watching audio-visual material (i.e., fiction or documentary film) about their favourite classroom animal. The film is the product of investigation. The children, with the help of the kindergarten teacher in the role of the researcher, have discussed and decided the questions that they will attempt to discuss while watching the film. They discuss the plot, the content and their findings. Information gathered is depicted through a concept map of their favourite forest animal. Forest and human activities The kindergarten teacher guides the children's inquiries by asking them to think about the relationship between people and the forest. They discuss their views and experiences and highlight aspects of people's interaction with the forest (i.e., recreation, work, oxygen), which are many, varied, sometimes with positive and sometimes with negative impact on the forest. They decide that they need to investigate the matter further and think about implementing a related project in collaboration with the other classroom. Assessment of the intervention The assessment of the intervention focuses both on the outcome and the process. It takes place in the form of a plenary debate where the kindergarten teacher and children participate equally. The discussion focuses on the 'what' and the 'how'. Emphasis is placed upon the way decisions are made, the type and content of the activities, the materials used, and cooperation in groups. Materials/outcomes are selected to enrich children's portfolios. To assess the specific intervention, a board game can be constructed by the children based on the model they have already created and forest animal pawns they have already crafted with plasticine. They can transfer the assessment game to a digital environment.


The following suggested design responds to specific key words: collaboration among children, teacher-children collaboration (category I), creativity (category II), play, expressiveness (category III). Indicative aims: 1. To participate in discussions and exchange opinions on how to use the story. 2. To justify their opinion on a topic and listen to others’ opinions/ideas. 3. To respect other children while they are talking and wait for their turn. 4. To coordinate their movement with sound stimuli. 5. To describe the content of the song and locate the scenes. 6. To arrange scenes in the correct order following the time sequence of the story. 7. To compose and narrate a story according to the image they see. 8. To use imaginatively various materials to create outcomes. 9. To identify elements in images/pictures related to the theater and use them in their own dramatisation. 10. To cooperate to achieve a common goal. 11. To be able to cooperate and present the result at the completion of the activity. 12. To take on and accomplish a responsibility. Listening to a song – understanding the content, the plot and images – learning a song Children listen to the song, work out its lyrics, discuss the unknown words, describe the pictures. Comprehension is facilitated through open-ended questions. Children do not reply individually to the kindergarten teacher but discuss with each other in pairs or small groups. They search the internet for images related to the lyrics of the song and match images with the right verse. They sing the song while making relevant movements. They play pantomime "guess what scene of the song I'm doing". Creative enactment of the song (visual arts) The children participate in discursive practices with their kindergarten teacher and co-decide which scenes to perform visually. They suggest and choose the materials. Children work in groups to produce a common activity. I.e., they choose to render the environment of the song visually by highlighting its main scenes or choose to visually render 4 scenes of the song. They create them collaboratively. They present them to the plenary. Scenes are placed in the appropriate time order. They narrate the content of the song in prose. Creative enactment of a song (dramatic arts) We guide the discussion toward the following concerns: "In what other way could we dramatise the song?" How can we render its story in another way?' "In what other way can we play it theatrically?" The children first discuss and then along with the kindergarten teacher decide which scenes they will perform, identify/locate what they will need and prepare the dialogues. Children's ideas are noted and come to the final decision either through discussion or through voting. The roles are listed and distributed by lottery or by consultation. The groups work and present their final work. The dramatisation is videotaped. Children see, discuss, assess their effort, revise, refine their ideas, and replay the revised, enriched version in the next activity. Creative enactment of a song (production of audiovisual material) The videotaping of the dramatization paves the way for the digital enactment of the song. The children use the visualisation of the scenes they have already prepared in the previous activity, sing the song and through a digital application and with the help of the kindergarten teacher produce their own digital file. Assessment of the intervention The assessment of the intervention focuses both on the outcome and on the process. It takes place in the form of a plenary debate where the kindergarten teacher and the children participate equally. The discussion focuses on the 'what' and the 'how'. Emphasis is placed upon the way decisions are made, the type and content of the activities, the materials used and the concept of cooperation in groups. Materials/outcomes are selected to enrich children's portfolios.


Research shows that humans have an innate biological connection with animals, and a natural instinct to nurture and care for other living things. This affinity for the natural world is so apparent when we observe children’s excitement about animals and their strong desire to interact with them. The bonds that children form with pets, and their fascination with all things related to nature can present an important opportunity to develop important life skills (source: The Benefits of Animals in Early Childhood Settings - Busy Bees). The purpose of this activity is for the children to: -learn about ducklings; -stimulate caregiving; -develop responsibility; The outcome of the activity is: -duckling inspired creative task for children; -attained adequate knowledge about the ducklings (their natural environment, eating habits etc.) -developed caregiving skills.

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