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Children in the kindergarten learn about the World Health Day through a medicine game. The purpose is to learn the importance of going to the doctors for a control checks in order to keep the health and prevent from diseases. The outcome of this activity is that through a game, the children learn about the various types of doctor’s examinations.


Within the curricula at the kindergarten are the celebrations of the various common events, among which the Planet Earth Day. The activities happen on the exact date and the children are informed in advance about it. The purpose of this activity is: -learn about the Planet Earth; -stimulate creativity; -brainstorming; -develop artistic techniques (painting); -work in teams and cooperate with their teachers/educators. The outcome of the activity is: -decorated kindergarten rooms with a handmade ornaments made by the kindergarten group; -attained adequate knowledge about the Planet Earth Day.


A parade is a joyous event that captivates the imagination of children. They promote a sense of unity and cultural awareness by celebrating community, culture and creativity. The parades are a wonderful way for children of all ages to interact socially, raise their confidence and create lifelong memories.


Recycling is an educational activity for young children and teaches them how to care for the environment. Kids learn to sort recyclables and understand the importance of reducing waste through hands-on experiences. Environmental awareness, accountability, teamwork and creativity are promoted through this activity.


Come to find out what a joy planting trees is! These important activities, while teaching children about the conservation of the environment, are bringing them closer to nature. To combat climate change, to support biodiversity and improve air quality, children learn the importance of trees. Planting trees gives children the opportunity to make a positive impact, to foster a love of nature, and to develop a sense of responsibility.


A pleasant outdoor activity that promotes exploration, sensory development and bonding with the children. It also promotes physical exercise, emotional well being, and a love of the environment. In the midst of nature's wonders, creating precious memories.


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.


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.


It is very important to introduce pre-schoolers with nature and its magic. Creating a grass plant farm in the kindergarten is a great idea. Kids will be able to see and touch the fruits of their labour and caregiving to the plant. The purpose of this activity is for the children to: -learn about nature; -stimulate caregiving; -develop responsibility and reliability; -learn cause and effect. The outcome of the activity is: - increased creativity; -increased math knowledge (counting days for first sprout etc.); -attained adequate knowledge about seeding and plat growing; -developed caregiving skills; -improved self-confidence.


To learn the alphabet in kindergarten is very important for preschoolers. Using creativity, manipulation of materials and your first (or all) letters of kid’s name is a fun way to do it. The purpose of this activity is for the children to: -learn about letters; -stimulate creativity; -develop critical thinking; The outcome of the activity is: -name letter inspired creative task for children; - increased creativity; -attained adequate knowledge about alphabet; -developed motoric skills; -increased math knowledge (counting letters of your name etc.).

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