Standards_EN

Page 1

OF OUTDOOR EDUCATION IN KINDERGARTEN STANDARDS Project Erasmus+: 2019-1-SK01-KA201-060775: Taking learning outdoors – supporting the skills of pre-school managers in outdoor education and care – TAKE ME OUT II. Project output: Standards of the outdoor education in kindergarden Author of the output: University of Prešov in Prešov, Faculty of Education, project team, 2020 Vladimír Fedorko, Vladimír Gerka, Vladimír Piskura, Monika Miňová, Milica Sabol, 2021

The output is part of the project Erasmus+ č. 2019-1-SK01-KA201-060775

skills of pre-school managers in outdoor education

care –

Taking learning outdoors

ME OUT II.

supporting

Happy childhood happens outside –

Title: STANDARDS OF OUTDOOR EDUCATION IN KINDERGARTEN

Project partner: University of Prešov, Faculty of Education, Slovakia

Authors: Mgr. Vladimír Fedorko, PhD. – University of Prešov, Faculty of Education Mgr. Ing. Vladimír Gerka, PhD. – University of Prešov, Faculty of Education Mgr. Vladimír Piskura, PhD. – University of Prešov, Faculty of Education PaedDr. Monika Miňová, PhD. – University of Prešov, Faculty of Education Mgr. Milica Sabol, PhD. – University of Prešov, Faculty of Education

Reviewers: Trine Andreasen, Søren Emil Markeprand, Margery Lilienthal, Anna Liisa Tamm, PhDr. Roman Kroufek, PhD., Mgr. Barbora Lanková, Ing. Jozef Kahan, PhD., Mgr. Hana Uhrínová, PaedDr. Adriana Kováčová, Mgr. Janka Sýkorová

Language proofing: the publication has not been language proofed

presented opinions are the views of the TAKE ME OUT II project partnership and do not have to express the opinions of the EU.

titled
the
and
TAKE
STEP HIGHER
The
CONTENTS Standards of outdoor education in kindergarten ........................................................................... 1 Context of standards .............................................................................................................. 1 Structure of standards ............................................................................................................ 3 Focus of standards ................................................................................................................. 6 Formulation of framework standards .................................................................................... 17 1) Legislation and safety ......................................................................................................... 18 2) National curricural document ............................................................................................. 24 3) School curricural document ............................................................................................... 28 4) Space ............................................................................................................................ 34 Space – Interior ............................................................................................................... 37 Space – Exterior .............................................................................................................. 40 5) Personal demands ............................................................................................................ 43 6) Health and hygiene .......................................................................................................... 50 7) Material and didactic equipment ......................................................................................... 58 8) Financial resources .......................................................................................................... 63 9) Partners ......................................................................................................................... 68 Partners – Family ............................................................................................................. 71 Partners – Others ............................................................................................................. 74 10) Children with special educational needs .............................................................................. 78

STANDARDS OF OUTDOOR EDUCATION IN KINDERGARTEN

CONTEXT OF STANDARDS

The standards of outdoor education in kindergarten are the output of the Erasmus + project entitled Taking learning outdoors – supporting the skills of pre-school managers in outdoor education and care – TAKE ME OUT II. – Happy childhood happens outside – STEP HIGHER (Zober ma von II.), which is a continuation of the Erasmus + project called Taking learning outdoors – Supporting the skills of pre-school teachers in outdoor education and care (Take me out I.). More information about the project Take me out I. (Zober ma von I.) and its outputs can be found on the website takemeoutproject.eu

kindergarten were developed, focusing on the educational competencies of teachers in kindergarten.

As part of the Take me out I. (Zober ma von I.) project, professional Standards for teachers of outdoor education in

The aim of the follow-up project Take me out II. (Zober ma von II.) is to deepen the organizational and management competencies of pre-school teachers in implementing outdoor education in kindergarten. Therefore, the intention of these Standards of outdoor education in kindergarten is to establish generally valid criteria for kindergarten as an institution for implementing outdoor education from a procedural and organizational point of view.

1

The standards of outdoor education in kindergarten should not be just another document, although useful, which will complement the professional library of the kindergarten and expand the knowledge of teachers. The standards of outdoor education in kindergarten should also be rules that allow a more efficient organization of various activities of kindergarten related to education about the natural environment, whether outdoors or indoors. Nor should they be just a methodological guide on organizing “in the teaching of science” adapted for kindergarten.

The standards in this sense are the recommendations that a kindergarten should follow if it is interested in effectively applying outdoor education to a comprehensive extent in its educational process. However, if the teacher, parent, child (who needs to be taught this) is not internally identified with nature, the environment and living outside, these standards will not help them advance and develop outdoor education. Therefore, these standards are only a good recommendation. Nevertheless, each of us who believe in ourselves and practices and develops it daily is an unambiguous, clear and exemplary standard for others.

The standards of outdoor education in kindergarten should become a practical tool, a guide that will allow organizing the educational process so that pre-school children during their stay in kindergarten can fully acquaint themselves with the external environment and its possibilities, based on compliance with specific requirements for organizing this educational process.

STRUCTURE OF STANDARDS

The standards of outdoor education in kindergarten take into account several attributes in their structure. Each standard is based on two main factors of outdoor education (content and conditions, process and organization) and partial factors derived from them:

Main factors

Legislation and safety

Partial factors

Content and conditions of outdoor education in kindergarten – WHAT, WHO

National curricular document

School curricular document

Material and didactic equipment

Position in matrix

The process and organization of outdoor education in kindergarten - HOW

Health and hygiene column

Financial resources

Space – interior, exterior Partners – family, others

Personal demands Children with special educational needs

Institutional requirements

Planning

Leading and coordinating

Particular leading phases row Didactic requirements

Organizing and delegating Controlling and reporting

Implementing and realization Feedback

The combination of these two main factors of outdoor education (content and conditions, process and organization) and the partial factors derived from them create multifactor positions representing individual standards.

3

Each standard combines within:

Outdoor education content and particular leading phase

Outdoor education conditions and particular leading phase

Institutional requirements and particular leading phase

Didactic requirements and particular leading phase

At the same time, all standards primarily monitor the uniqueness of each child and secondarily monitor the demands for the universality of the organization of the educational process in kindergarten. Therefore, all standards take into account the critical competencies of children (knowledge, abilities, skills, attitudes), which are the starting point for the superior factor:

Superior factor

Location in matrix

Development of the competence potential of each child in outdoor education to the child itself and through the teacher – FOR WHOM space

The individual standards are processed based on the matrix principle in tabular form. Thus, each standard is based simultaneously on the two main factors of outdoor education (content and conditions, process and organization), the partial factors derived from them and the superior factor. The structure of the standards on the above matrix approach is shown in the following diagram.

4

FOCUS OF STANDARDS

The focus of the standards is determined by the definitions of the factors of outdoor education in kindergarten in terms of both main determining factors (content and conditions, process and organization), partial factors derived from them

and the superior factor (competence potential of the child).

The definitions of the factors of outdoor education in kindergarten are given in the following tables.

Definition of factors of outdoor education in kindergarten MAIN FACTOR

PARTIAL FACTORS

Legislation and safety

Content and conditions of outdoor education in kindergarten - what, who

legislation - generally binding legal norms that must be observed by the kindergarten when performing outdoor education as an institution whose task is to implement pre-primary education in the school environment

National curricular document

safety - protective and safety regulations or habits that determine and at the same time limit the method and scope of performing outdoor education in kindergarten

6

School curricular document

curricular document prepared for a specific kindergarten or class or other location, which prescribes to a given location a specific content (program) of its educational activities and forms clear criteria for the implementation of outdoor education in kindergarten

Space – interior, exterior

definition of the environment in which the kindergarten performs outdoor education: interior - an enclosed space that serves for theoretical knowledge, for the preparation of a stay in the outdoor environment and as a place in an unfavorable situation exterior - an open space that serves for the educational stay in the outdoor environment

Personal demands

qualification, professional and personal requirements for all implementers in the implementation of outdoor education in kindergarten - principal, teachers, educators, support staff, other persons (parents, service providers)

Health and hygiene

health - support and protection of health, which the kindergarten should provide for children and all implementers in the implementation of outdoor education hygiene - hygienic regulations or guidelines that kindergarten must follow when performing outdoor education

Material and didactic equipment

objects and equipment of existential and educational character, which kindergarten needs for performing outdoor education

7

Financial resources

the financial security that the kindergarten needs to obtain for the implementation of outdoor education

Partners – family, others

Children with special educational needs

all interested persons who help the kindergarten to carry out outdoor education: family - parents, siblings and relatives of the child others - founder of kindergarten, institutions of state administration and self-government, cooperating organizations, professional groups, donors, suppliers

children in kindergarten who, due to their limitations or exceptionality, need a unique approach in the implementation of outdoor education

8

Definition of factors of outdoor education in kindergarten

PARTIAL FACTORS

Leading phase

Planning

MAIN FACTOR

The process and organization of outdoor education in kindergarten with institutional and didactic requirements - as

The first phase Planning includes the following attributes:

(a) analysis of the baseline situation

(b) the setting of objectives and resulting sub-tasks

(c) identification of procedures to achieve the set objectives and fulfill the resulting sub-tasks

(d) identification of the need for resources and their use to achieve the objectives set and the fulfillment of the sub-tasks

(e) the designation of the person responsible for preparing the plan and the deadline for drawing up the plan

Kindergarten as an institution in the Planning phase has to

1. verify that it meets all the conditions necessary for the performance of outdoor education

Institutional requirements

2. evaluate all possibilities, capacities and based on them proceed to the planning of outdoor education

3. ensure that the planning process of outdoor education can be implemented

Kindergarten as a pre-primary educational institution in the Planning phase has to

1. take into account the current key competencies of children at the overall level and the competencies of the teacher

2. think about the expected educational result of outdoor education and the necessary previous educational content

Didactiv requirements

3. didactically analyze the intended outdoor education, assess its educational value with the intention of how it will contribute to the further development of children’s personalities and their fundamental competencies

4. set the didactic goal, didactic methods and didactic forms of outdoor education

5. develop a didactic plan of outdoor education

Organizing and delegating

The second phase Organising and delegation, includes the following attributes:

a) inducing purposefulness and order for the intended plan

b) the creation of positions for individual actors in order to meet the sub-tasks and achieve the set objectives

c) identification of hierarchical relationships between actors

d) determination of organizational competencies - determination of authority and responsibility for individual actors who will participate in the fulfillment of partial tasks and the achievement of set goals

e) creation of an occasional organizational structure that will ensure the optimal fulfillment of partial tasks and the achievement of set goals

f) the designation of the person responsible for organizing and delegating and the determination of the time interval

Kindergarten as an institution in the Organization and Delegation phase has to

1. verify that it meets all the conditions necessary for the performance of outdoor education

Institutional requirements

2. allocate the necessary capacities for the performance of outdoor education

3. organize and coordinate its activities so that it can carry out the planned outdoor education

Didactiv requirements

Kindergarten as a pre-primary educational institution in the phase of Organization and delegation has to

1. schedule the educational content of outdoor education into partial didactic elements - educational task, educational activity, educational rule, educational competence

2. specify detailed answers to didactic questions - what, where, when, how, with whom, with what

3. assign didactic roles for individual actors of outdoor education

4. create didactic relations between individual actors of outdoor education

10

Implementing and realization

The third phase Implementing and realization, includes the following attributes:

a) putting the intended plan into practice to fulfill the subtasks and achieving the objectives set

b) determination of the place, date and manner of implementation of the plan

c) implementation of the plan itself in practice

d) the designation of the person responsible for putting the plan into practice and for implementing the plan and determining the time interval

Institutional requirements

Kindergarten as an institution in the phase of Implementation and realization has to

1. enable planned outdoor education to be carried out

2. provide a suitable background for the implementation of the planned outdoor education

Didactiv requirements

Kindergarten as a pre-primary educational institution in the phase of Implementing and realization has to

1. ensure that the didactic plan with all specifications is put into practice

2. ensure the implementation of the didactic plan in the educational process

11

Leading and coordinating

The fourth phase Leading and coordinating, includes the following attributes:

a) ensuring appropriate conditions for the proper implementation of the sub-tasks and the achievement of the set objectives in the implementation of the plan

b) reconciling stability and flexibility in the performance of sub-tasks and the achievement of set objectives

c) influencing the attitudes, behavior, actions of individual actors and motivating them so that partial tasks can be fulfilled and set goals achieved

d) guiding individual actors in the implementation of the plan - issuing interim orders and instructions, creating a creative atmosphere and involving actors in co-decision

e) managing problems and conflicts that have arisen

f) communication with individual actors during the implementation of the plan

g) the designation of the person responsible for the management and coordination and the determination of the time interval

Institutional requirements

Kindergarten as an institution in the phase of Leading and coordinating has to

1. ensure that the implementation of outdoor education is successful

2. provide the necessary support in the implementation of outdoor education

Didactiv requirements

Kindergarten as a pre-primary educational institution in the Leading and coordinating phase has to

1. supervise the observance of didactic rules

2. apply appropriate motivation, appropriate stimulation and creativity during the implementation of the didactic plan

3. guide the didactic content according to the current development of the educational process

4. act didactically on individual actors of outdoor education in order to fulfill the didactic goal

12

The fifth phase Controlling and reporting, includes the following attributes:

a) providing information on interim results and monitoring the fulfillment of sub-tasks and the achievement of set objectives

b) a comparison of actual results with the plan and expectations

c) identifying the causes of deficiencies and problems

d) submitting the necessary corrections and issuing measures

e) preparation of documentation and preparation of the report

f) the designation of the person responsible for the control and reporting and the determination of the time interval

Kindergarten as an institution in the phase of Controlling and reporting has to

Institutional requirements

1. provide appropriate means so that relevant information on the course of the implementation of outdoor education can be obtained

2. obtain the information necessary for the processing of the report on the activities of the kindergarten from outdoor education

Controlling and reporting

Didactiv requirements

Kindergarten as a pre-primary educational institution in the Controlling and reporting phase has to

1. monitor the didactic content during the educational process

2. verify the fulfillment of partial tasks and the achievement of set goals

3. monitor compliance with didactic methods, didactic forms and didactic rules

4. monitor the application of appropriate motivation, appropriate stimulation and creativity

5. monitor the development of children’s key competencies

6. monitor the involvement of individual actors in outdoor education

7. ensure that the child evaluates the course and outcome of outdoor education and expresses the overall level of satisfaction in the form of self-assessment

8. ensure that the teacher evaluates the course and outcome of outdoor education and expresses the overall level of satisfaction in the form of self-assessment

13

Feedback

The sixth phase Feedback includes the following attributes:

a) an assessment of the fulfillment of the subtasks and the achievement of the set objectives

b) an assessment of the problems encountered and a proposal for their elimination in the future

c) suggestions for modifying the implemented plan in the light of this experience

d) anticipating further developments

e) submission of suggestions for modification of the following plan

f) identification of the person responsible for the feedback and determination of the time interval

Kindergarten as an institution in the phase of Feedback has to

Institutional requirements

1. recapitulate the implemented outdoor education

2. take the necessary measures for the further performance of outdoor education based on this experience

Didactiv requirements

Kindergarten as a pre-primary educational institution in the Feedback phase has to

1. evaluate the adequacy of didactic content, didactic methods, didactic forms and didactic rules of outdoor education

2. evaluate the fulfillment of partial tasks and the achievement of set goals

3. evaluate the achieved level of development of children’s key competencies

4. submit suggestions for the modification of the following outdoor education

14

Both main determining factors (content and conditions, process and organization) and the partial factors derived from them are focused mainly on the procedural and organizational aspects of outdoor education in kindergarten. However, kindergarten must ensure that the most critical place in the educational process must still have specific a child who is on the path of discovering life, getting to know the world of nature with its laws and constant awareness of his place in the world through the daily direct interaction with the environment. Therefore, in outdoor education, it is always necessary to think about a specific child, which is a priority for us, for example:

• 2.5-year-old Patrik living in the city in the house;

• 3-year-old Kristína living in a village in the mountains, but in a municipal apartment building, whose parents commute to the bigger town for work and she also attends a kindergarten in the city;

• 4-year-old Juraj living in the town in a housing estate who is disabled and has a great interest in animals because his father is a biologist;

• 5-year-old Aneta living in a village in a house who comes from a low-income family;

• 6-year-old Martin living in a big city without direct contact with nature;

• and also 6.5-year-old Zuzana living in the countryside, whose father is the owner of a large family technology company.

Each of these children lives in a different environment and each day has a different experience of direct interaction with the outside environment and the world of nature. However, all these children are united by the same desire and need to discover the world around them, but each child discovers it and gradually learns from a different starting position, which the educational process should consider.

15

Definition of factors of outdoor education in kindergarten

PARTIAL FACTORS

SUPERIOR FACTOR

Development of the competence potential of each child in outdoor education to the child himself and through the teacher - for whom

Competence potential of the child

the level of the child’s current educational opportunities and the child’s predisposition to be developed:

knowledge

capabilities

skills

attitudes

value orientation

The application of the Standards of outdoor education in practice must manage a critical task - to combine the uniqueness of each child and the universality of the educational process in kindergarten, in which the primary meaning always has a specific child with his needs and possibilities and only secondary sense the organization of the educational process.

16
a)
b)
c)
d)
e)

FORMULATION OF FRAMEWORK STANDARDS

The standards of outdoor education in kindergarten are presented in the form of a recommendation, practical tool, guide, which will allow organizing the educational process so that pre-school children during their stay in kindergarten can fully acquaint themselves with the external environment and its possibilities, based on compliance with the organization of this educational process. The standards of outdoor education in kindergarten have a general frame character. The definitions of the factors of outdoor education in kindergarten are given for the formulation of each standard in the previous tables. Each standard, therefore, refers to the context of these definitions of outdoor education factors and in its formulation only draws attention to what needs to be more specifically focused on in this context: Kindergarten in the context of defining the main factors of outdoor education (content and conditions, process and organization) is based on

competence potential of the child. In the phase of the educational process in the leading phase, it should focus on ...

Although the standards are intended to set generally applicable criteria for a kindergarten as an institution for performing outdoor education from a procedural and organizational point of view, the formulation of individual standards is not binding, as standards are recommendations that a kindergarten should follow if it is interested in its education process to apply the outdoor eduction in the comprehensive scale effectively.

17

Abstract

Legislative and safety conditions is also included in the standards of outdoor education. Their aim is to define the minimum requirements that should be met by an outdoor kindergarten and especially a teacher in the educational process focused on Legislative and safety conditions, which are comprehensively interconnected.

LEGISLATION AND SAFETY

Standard LSC 1 – Planning

• be familiar with generally binding legal regulations concerning: the rights and obligations of employees, the rights and obligations of children, the rights and obligations of legal representatives, management, decision-making, economics and school operations, school facilities, safety and hygiene requirements, property management and financial controls, elaboration of internal documents / guidelines concerning risk perception and challenges in the context of outdoor

education so that they are in accordance with the valid legislation and at the same time take into account the developmental needs of children while maintaining their

safety

Standard LSC 2 – Organizing

• create a structure of responsibility for compliance with generally binding legal regulations relating to: rights and obligations of employees, rights and obligations of children, rights and obligations of legal representatives, management processes, decision-making, economics and operation at school, school facilities, safety and hygiene requirements, property management and financial control, all in the context of outdoor education

Standard LSC 3 – Implementation and delegation

• assign, specific obligations arising from the application

of generally binding legal regulations concerning: rights and obligations of employees, rights and obligations of

18

children, rights and obligations of legal representatives, management processes, decision-making, economics and operation in school, school facilities, safety and hygiene requirements , handling of property and financial control, within the framework of outdoor education to individual pedagogical staff, parents and kindergarten partners

Standard LSC 4 – Realisating and coordinating

• apply generally binding legislation on the basis of personal responsibility concerning: the rights and obligations of employees, the rights and obligations of children, the rights and obligations of legal representatives, management processes, decision-making, economics and school operations, school facilities, safety and hygiene requirements, treatment with property and financial control, as part of outdoor education for individual pedagogical staff, parents and kindergarten partners

every 1 week) focused on: rights and obligations of employees, rights and obligations of children, rights and obligations of legal representatives, management processes, decision-making, economics and operation at school, school facilities , safety and hygiene requirements, property management and financial control, within the framework of outdoor education to individual pedagogical staff, parents and kindergarten partners

Standard LSC 5 – Reporting and control

• control compliance with generally binding legal regulations by means of specific means (at least once

Standard LSC 6 – Feedback

• evaluate the application and compliance with generally binding legal regulations depending on the local context and in accordance with internal documents / guidelines in the context of outdoor education

19

1. Standard LS LEGISLATION AND SAFETY

Characteristics

Every kindergarten, whose task is to implement pre-primary education in the school environment, must respect and comply with generally binding legal standards in the implementation of outdoor education. The legislation applies to all kindergarten activities as an educational institution: the content of education (national curriculum, school curriculum), staffing, material-technical, safety, health, hygiene, spatial and financial conditions. It is necessary to have an overview of individual legislative norms, to incorporate them into the internal documents of the kindergarten, to follow them and at the same time to monitor their changes. Closely related to this are the protection and safety regulations or practices that determine and at the same time limit the manner and scope of outdoor education in kindergarten. Therefore, it is necessary to analyze the risks and benefits of outdoor education, which is incorporated into the documentation of the kindergarten.

Planning

Standard LS1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Legislation and safety in the educational process in the Planning phase, it should focus on:

generally binding legal regulations concerning the rights and obligations of employees, the rights and obligations of children, the rights and obligations of legal representatives, management processes, decision-making, economics and school operation, safety and hygiene requirements, property management and financial control. Also, elaborating an internal document of the kindergarten focused on a positive perception of appropriate risks and challenges in the context of outdoor education and their justification for the healthy development of the child.

20

Organizing and delegating

Standard LS2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Legislation and safety in the educational process in the Organizing and delegating phase, it should focus on:

structure of responsibility for compliance with generally binding legal regulations, rights and obligations, safety criteria relating to outdoor education following the LS1 standard, determination of responsibility of parents for informing about the current state of health and possible changes in the child. In the context of outdoor education, ensuring adequate risk and challenges for the child’s healthy development while keeping the basic safety and health protection of children and teaching staff.

Implementing and realization

Standard LS3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Legislation and safety in the educational process in the Implementing and realization phase, it should focus on:

obligations arising for individual pedagogical staff, parents and kindergarten partners from the application of generally binding legal regulations, rights and obligations, safety criteria relating to outdoor education following the LS1 standard.

21

Leading and coordinating

Standard LS4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Legislation and safety in the educational process in the Leading and coordinating phase, it should focus on:

application of generally binding legal regulations and safety criteria relating to outdoor education in the sense of the LS1 standard based on the personal responsibility of individual pedagogical staff, parents and kindergarten partners.

Controlling and reporting

Standard LS5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Legislation and safety in the educational process in the Controlling and reporting phase, it should focus on:

control of compliance with generally binding legal regulations and safety criteria relating to outdoor education following the LS1 standard at specified intervals for individual pedagogical staff, parents and kindergarten partners.

22

Feedback

Standard LS6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Legislation and safety in the educational process in the Feedback phase, it should focus on:

assessment of the application of and compliance with generally binding legislation and safety criteria, depending on the local context. Ongoing review and updating of internal documentation regarding the positive perception of risk and challenges in education following the needs of healthy development of children and preserving their safety and health protection.

23

NATIONAL CURRICULAR DOCUMENT

Standard NC 1 – Planning

• to know the national curriculum in all its contexts in connection with outdoor education

Standard NC 2 – Organizing

• be able to create a system of compliance with and fulfillment of the national curriculum. Within various forms of education and in the outdoor environment, using the outdoor (daily)

Standard NC 3 – Implementation and delegation

• differentiate the content of the national curriculum on the basis of personal responsibility and professionalism into pedagogical staff

Standard NC 4 – Realisating and coordinating

• implement responsibly and systematically (daily) the content of the national curriculum also in outdoor education with maximum use of the outdoor

environment, at least 3.5 hours in the morning and at least 1 hour in the afternoon, on a daily basis, except for extreme / health and safety threatening weather and conditions. Outdoor stay can be shortened or omitted only in extremely adverse meteorological conditions, which are: storm, heavy rain, temperatures below -10 ° C, excessive air pollution. It follows that the stay outside takes place every day except in adverse weather conditions.)

Standard NC 5 – Reporting and control

• systematically and effectively control the observance and fulfillment of the content of the national curriculum in connection with outdoor education

Standard NC 6 – Feedback

• evaluate the observance and fulfillment of the national curriculum in connection with outdoor education (questionnaire, interview, etc.)

24

2. Standard NC NATIONAL CURRICULAR DOCUMENT

Characteristics

The National Curriculum Document is a generally binding curricular document at the national level, which prescribes to kindergartens the basic framework (program) of their educational activities and forms the basis for the intentions of outdoor education in kindergarten.

The content of education, i.e., what children should be acquainted with, what they should learn, is a relatively complex and comprehensive issue. The content of education is closely linked to cultural and social traditions and the immediate social and political reality of the country. The curriculum answers the questions: who, why, in what, how, when, under what conditions, with what expectations we will educate children. The national curriculum sets out content, performance and evaluation criteria. The national curriculum includes the creation of relations between the system of the national curriculum and the public, especially the parents so that the curriculum is understood as a matter of public interest.

Planning

Standard NC1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of National Curricular Document in the educational process in the Planning phase, it should focus on:

knowledge and respect for the national curriculum in all its contexts in connection with outdoor education.

25

Organizing and delegating

Standard NC2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of National Curricular Document in the educational process in the Organizing and delegating phase, it should focus on:

creation of a system of observance and fulfillment of the national curriculum within various forms of outdoor education.

Implementing and realization

Standard NC3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of National Curricular Document in the educational process in the Implementing and realization phase, it should focus on:

Ensuring the national curriculum application in outdoor education, compliance with the conditions for fulfilling the content of the national curriculum and fulfilling the didactic requirements within various forms of outdoor education with maximum use of the outdoor environment.

26

Leading and coordinating

Standard NC4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of National Curricular Document in the educational process in the Leading and coordinating phase, it should focus on:

responsible and systematic implementation of the content of the national curriculum within outdoor education.

Controlling and reporting

Standard NC5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of National Curricular Document in the educational process in the Controlling and reporting phase, it should focus on:

systematic and effective control of respect, observance, and fulfillment of the national curriculum content in the educational process in connection with outdoor education.

Feedback

Standard NC6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of National Curricular Document in the educational process in the Feedback phase, it should focus on:

evaluation of compliance with the national curriculum in connection with outdoor education.

27

SCHOOL CURRICURAL DOCUMENT

SCHOOL CURRICULUM - SCHOOL CURRICULUMCLASS CURRICULUM - LOCAL CURRICULUM - SCHOOL

EDUCATIONAL PROGRAM STANDARDS

Standard SCSCCCLCSEP 1 – Planning

• know the specifics of creating a school curriculum in all its contexts in connection with outdoor education

• plan the vision and goals of the kindergarten in connection with outdoor education

• to create a conceptual plan for the development of kindergarten and classroom in connection with outdoor education, with maximum use of the outdoor environment for learning and play

of the school curriculum in connection with outdoor education (daily)

• ensure the organization of the kindergarten in accordance with its vision and its own goals in connection with outdoor education (daily)

• formulate and concretize individual points of the intention to develop a kindergarten and classroom in connection with outdoor education

Standard SCSCCCLCSEP 2 – Organizing

• be able to create a system of compliance with and fulfillment of the specific content of individual points

Standard SCSCCCLCSEP 3 – Implementation and delegation

• divide the responsibility of employees for the content of individual points of the school curriculum on the basis of personal responsibility and professionalism into pedagogical employees in connection with outdoor education

• to determine the system of activities necessary for the real functioning of the kindergarten in order to fulfill its vision

28

and goals in connection with outdoor education

• decide on the sequence of individual points of the conceptual plan with the use of outdoor and determine personal responsibility for their implementation

external environment to the maximum extent possible

• analyze the conceptual plan for the development of kindergarten and classroom taking into account the use of the outdoor environment and outdoor to the maximum

extent

Standard SCSCCCLCSEP 4 – Implementation and coordination

• to implement responsibly and systematically (everyday) school curriculum on the basis of their own responsibility based on the development possibilities of children and with respect for the local context also within the framework of outdoor education with maximum use of the outdoor environment

• create conditions for the implementation of the school educational program in the outdoor environment

• to coordinate the continuity of individual parts of the conceptual plan in connection with outdoor education

Standard SCSCCCLCSEP 6 – Feedback

• evaluate the school educational program on the basis of a SWOT analysis

• evaluate, on the basis of evaluation and self-evaluation, the school curriculum in connection with outdoor education

• identify, analyze and evaluate deviations from the original intentions of kindergarten and classroom development

Standard SCSCCCLCSEP 5 – Reporting and control

• systematically and effectively control the observance and fulfillment of individual parts of the school curriculum in connection with outdoor education

• monitor the progress of the implementation of the school educational program, which includes the use of the

29

3. Standard SC SCHOOL CURRICURAL DOCUMENT

Characteristics

A School Curricular Document is a document prepared for a specific kindergarten or class or other location, which prescribes a specific content (program) of its educational activity for a given location and forms clear criteria for implementing outdoor education in a kindergarten. School education programs are a reflection of the national curricular document and should raise the level of education of a given kindergarten in its local conditions. It is based on the goals and profile of a particular kindergarten. The creation of the school curriculum (there are various names of the document) is governed by the requirements of the valid national curriculum. The school curriculum results from finding a balance between social requirements and the educational direction of a particular kindergarten. The school educational program is the second level of educational programs and is a starting point for the daily educational activities of a pre-school teacher, including outdoor education.

Planning

Standard SC1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of School Curricural Document in the educational process in the Planning phase, it should focus on:

specifics of creating a school curriculum in all its contexts in connection with outdoor education based on the goals of the kindergarten and the conceptual intention of the development of the kindergarten in connection with outdoor education.

30

Standard SC2

Organizing and delegating

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of School Curricural Document in the educational process in the Organizing and delegating phase, it should focus on:

creation of a system of observance and fulfillment of the specific content of individual points of the school curriculum, ensuring the organization of the kindergarten based on the kindergarten’s own goals and conceptual plan of kindergarten development in connection with outdoor education, specifying individual points of the conceptual plan of kindergarten and classroom development in connection with outdoor education, the division of teachers’ responsibility for the content of individual points of the school curriculum based on personal responsibility and professionalism of pedagogical staff in connection with outdoor education.

Implementing and realization

Standard SC3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of School Curricural Document in the educational process in the Implementing and realization phase, it should focus on:

determination of activities necessary for the real securing of the kindergarten’s functioning to fulfill its goals in connection with outdoor education, the sequence of individual points of the conceptual plan for the development of the kindergarten.

31

Leading and coordinating

Standard SC4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of School Curricural Document in the educational process in the Leading and coordinating phase, it should focus on:

broad-spectrum application of the school curriculum based on personal responsibility based on children’s development possibilities and respecting the local context in outdoor education with maximum use of the external environment, to create conditions for the implementation of school education program in the outdoor environment, coordination of individual parts of the conceptual plan outdoor education.

Controlling and reporting

Standard SC5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of School Curricural Document in the educational process in the Controlling and reporting phase, it should focus on:

systematic and effective control of observance and fulfillment of individual parts of the school curriculum in connection with outdoor education, monitoring of the implementation of the school educational program, analysis of the conceptual intention of the development of kindergarten and class in connection with outdoor education.

32

Feedback

Standard SC6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of School Curricural Document in the educational process in the Feedback phase, it should focus on:

evaluation of the school educational program in connection with outdoor education based on evaluation and self-evaluation

identify, analyze and evaluate deviations from the original intentions of kindergarten and classroom development in the field of outdoor education.

33

Abstract

The content of the following text is the standards of outdoor education in three specific areas. The individual areas are not isolated, but on the contrary are interconnected and complement each other. Their goal is to define the minimum requirements that an outdoor kindergarten should meet and thus distinguish it from the classic one. The educational process within the pre-primary education takes place in the interiors of buildings and in schoolyards or adjacent parks. The first part of the text therefore consists of the definition of interior and exterior standards. The environment in which teaching takes place, as well as the tangible and intangible means of education it contains, fall into the material didactic requirements of upbringing and education, the standards of which are defined in the second part of this text. All standards are formulated to correspond to the principles of minimalism and work as much as possible with available natural materials.

STANDARDS OF INTERIOR

Standard I 1 – Planning

• the interior of the building is adapted to the performance of outdoor activities, enabling a simple, ideally barrierfree transition between indoor and outdoor space, meets the rules of safety arising from the international framework, while creating conditions for the overall wellbeing of the child

Standard I 2– Organizing

• transformation of the interior into an interior adapted to the performance of outdoor activities, enabling an easy transition between the outdoor and indoor environment, which meets all safety and hygiene standards and is safe, aesthetic and functional with respect to the general goal of education

34 SPACE

Standard I 3 – Implementation and delegation

• kindergarten teachers are responsible for the professional transformation of the interior into an interior adapted to the simple implementation of outdoor activities, which is safe, aesthetic, and functional and serves to achieve optimal cognitive, sensorimotor and socio-emotional development of the child, while local communities can be involved into this process

inspecting the area for safety on a daily basis and may also involve children in this process

Standard I 4 – Realisating and coordinating

• pedagogical staff transform the interior in accordance with the requirements for outdoor education, according to a predetermined plan, while this environment meets all the requirements associated with the international framework, is safe aesthetic and functional

Standard I 6 – Feedback

• kindergarten management will prepare a form for evaluation of interior and exterior within outdoor education, for parents, teachers and children meeting the protection of personal data

STANDARDS OF EXTERIOR

Standard E 1 – Planning

• available outdoor space of adequate size in accordance with safety and hygiene standards, which fulfils the pedagogical and recreational function and provides the possibility of use in outdoor education

Standard I 5 – Reporting and control

• the person authorized by headmaster of the kindergarten performs an overall inspection of the interior and exterior intended for outdoor education at least 4 times in 1 year

• the person responsible for outdoor activities and activities on a specific day before they start is responsible for

Standard E 2– Organizing

• transformation of outdoor space, meeting the institutional conditions resulting from the international framework, which serves for pedagogical and recreational function, for the needs of outdoor education

35

Standard E 3 – Implementation and delegation

• kindergarten pedagogical staff are responsible for the professional transformation and adaptation of the outdoor space, which fulfils a recreational and pedagogical function, and which is also performed by the involved natural and legal persons, to the needs of outdoor education.

inspecting the area for safety on a daily basis and may also involve children in this process

Standard E 6 – Feedback

• the kindergarten management is preparing a form for the evaluation of the exterior intended for external education for parents, teachers and children who meet the protection of personal data

Standard E 4 – Realisating and coordinating

• professional transformation and maintenance of the outdoor space is gradually carried out by professionally trained persons according to the planned time schedule in order to meet safety and hygiene standards and fulfil pedagogical and recreational functions, and meet the needs of children in outdoor education

Standard E 5 – Reporting and control

• the person authorized by headmaster of the kindergarten performs an overall inspection of the outdoor space intended for outdoor education at least 4 times in 1 year

• the person responsible for outdoor activities and activities on a specific day before they start is responsible for

36

4. Standard SI, SE SPACE

Characteristics

The kindergarten provides outdoor education indoors (closed space, used for theoretical knowledge, preparation for a stay in the outdoor environment and as a place in an unfavorable situation) and outdoors (open space, which is used for the actual educational stay in the outdoor environment). The kindergarten must comply with the requirements for the spatial arrangement related to outdoor education, where it must comply with the established safety and hygiene rules.

SPACE – INTERIOR

Planning

Standard SI1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Interior in the educational process in the Planning phase, it should focus on:

the need to adapt the interior of the building to carry out outdoor activities, comply with safety rules while creating conditions for the child’s overall needs and capabilities, and fulfills the required functions of a kindergarten.

37

Organizing and delegating

Standard SI2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Interior in the educational process in the Organizing and delegating phase, it should focus on:

interior design adapted to outdoor activities, enabling an easy transition between the outdoor and indoor environment that meets safety and hygiene standards while acting aesthetically and functionally concerning the general objective of education and training, and to determine responsibility for the professional transformation of the interior to interior adapted easy performance of outdoor activities.

Implementing and realization

Standard SI3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Interior in the educational process in the Implementing and realization phase, it should focus on:

transformation of the interior to interior adapted to perform outdoor activities, enabling easy transition between the outdoor and indoor environment that meets safety and hygiene standards while acting aesthetically and functionally concerning the general goal of education to achieve the optimal cognitive, sensorimotor and socio-emotional level of development the local community is involved in this process.

38

Leading and coordinating

Standard SI4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Interior in the educational process in the Leading and coordinating phase, it should focus on:

According to a predetermined plan, arranging activities that transform the interior in accordance with the requirements for outdoor education.

Controlling and reporting

Standard SI5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Interior in the educational process in the Controlling and reporting phase, it should focus on:

control of the interior intended for outdoor education at specified time intervals (at least 4 times per calendar year).

39

Feedback

Standard SI6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Interior in the educational process in the Feedback phase, it should focus on:

evaluation of the interior intended for outdoor education.

SPACE – EXTERIOR

Planning

Standard SE1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Exterior in the educational process in the Planning phase, it should focus on:

accessible outdoor space meeting safety and hygiene standards, which within the framework of outdoor education fulfills the required functions of a kindergarten.

Organizing and delegating

Standard SE2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Exterior in the educational process in the Organizing and delegating phase, it should focus on:

the organization of an outdoor space that meets safety and hygiene standards concerning the general objective of education and training and determines the responsibility for outdoor surveillance to carry out outdoor activities.

Implementing and realization

Standard SE3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Exterior in the educational process in the Implementing and realization phase, it should focus on:

adaptation of the external environment and ensuring optimal conditions for implementing spruceeducational activities in outdoor education, which meets safety and hygiene standards while acting functionally concerning the general goal of education to achieve optimal cognitive, sensorimotor and socio-emotional development of the child. Local communities are also involved in the process.

Leading and coordinating

Standard SE4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Exterior in the educational process in the Leading and coordinating phase, it should focus on:

organization of activities by which the exterior is adapted following the requirements for outdoor education according to a predetermined plan.

41

Controlling and reporting

Standard SE5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Exterior in the educational process in the Controlling and reporting phase, it should focus on:

control of the exterior intended for outdoor education at specified time intervals (at least 4 times per calendar year).

Feedback

Standard SE6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Space-Exterior in the educational process in the Feedback phase, it should focus on:

evaluation of the exterior intended for outdoor education.

42

PERSONAL DEMANDS

• personal and personal skills, focused on outdoor education

Abstract

The content of the part, these standards of outdoor education, is in three specific areas Personal conditions, Family as a partner and Other partners, to point out their importance and mutual interconnection, mutual complementarity and complexity. Their goal is to define the minimum requirements that should be met by an outdoor kindergarten and especially a teacher in the educational process. The educational process within pre-primary outdoor education depends on the teacher, his personality, abilities, competencies and assumptions that he gives to his class. Parents and kindergarten partners are clearly a very important element. Personal conditions include:

• professional, professional and methodological skills of a teacher within the framework of outdoor education in the conditions of a kindergarten

• social - communication skills

• physical skills

• activity, decision-making and responsibility

Be able to plan staff capacities (including teachers with outdoor education), commensurate with the number of children involved in outdoor activities, games, etc.

• Get to know preschool children

• Know the content of education and how to teach it

• Planning and implementation of effective outdoor education

• Creating and maintaining a supportive and safe educational environment enabling / supporting the child’s development in the context of outdoor education

• Assessing, providing feedback and reporting on the education of preschool children in the context of outdoor kindergarten education to parents by other participants

43

• Involvement in vocational education in the context of outdoor education

• Professional involvement with colleagues, parents, carers and the community in the process of education in the context of outdoor education in kindergarten (see below Andreasen, et al. 2018)

activities in the home kindergarten environment focused on the professional development of teacher competencies in outdoor education, refresher education, professional seminars, workshops ... (at least twice a calendar year)

Literature

Andreasen, T., et al. 2018. Zober ma von: príručka: ako podporiť deti v trávení času vonku a v prírode. Kremnica: INAK. ISBN 978-80-972996-0-6. [online]. [cit. 2020-0407]. Dostupné z: http://takemeoutproject.eu/wp-content/ uploads/2018/08/TMO-Standarts-SK.pdf

• planning of personnel capacities to ensure specific activities / programs of outdoor education in cooperation with parents (minimum 1 adult per 10 children)

Standard PR1 – Planning

• to participate and actively participate in various professional seminars and educational programs focused on outdoor education in the conditions of kindergarten (at least twice a calendar year)

• look for various professional seminars, publications, etc. focused on outdoor education in the conditions of kindergarten and actively use them

• plan and create professional, educational seminars and

Standard PR2 – Organizing

• to organize individual professional and educational seminars focused on the professional development of teacher competencies within the framework of outdoor education, professional

• seminars, workshops ... (at least twice a calendar year)

• to define the competence circle of persons responsible for individual educational activities

• carry out outdoor activities / programs in accordance with the plans (practically carry out outdoor activities as many as possible, at least 3.5 hours in the morning and at least 1 hour in the afternoon, on a daily basis, except for extreme / health and safety threatening

44

weather and conditions. outside may be shortened or omitted only in extremely adverse meteorological conditions, such as: storm, heavy rain, temperatures below -10 ° C, excessive air pollution.)

and to practice it on a daily basis / several times a week

Standard PR3 - Implementation and Delegation

• acquire and use everyday skills and abilities in the process of outdoor education in kindergarten

• delegate competencies to specific persons and control the implementation of activities

Standard PR5 - Reporting and Control

• preparation of the final report

• elaboration and elaboration of a feedback questionnaire for all pedagogical staff and parents of the kindergarten, elaboration of the final report from the given questionnaire, strengths and weaknesses

• evaluation of self-education, self-evaluation of own outdoor activities with children

Standard PR4 - Implementation and Coordination

• at least twice a calendar year, participate in a professional seminar, training / education in outdoor education

• coordination of individuals in education within outdoor education in kindergarten

• monitor and actively seek information on outdoor education

• self-realization and self-motivation in the field of outdoor education, active use of opportunities for your own stay with children outside, to be a real role model for others, to be actively interested in staying outside

• continuous evaluation of the availability of personnel capacities in kindergarten, necessary for the implementation of outdoor education

Standard FR 6 – Feedback

• evaluation of the given standards through a feedback questionnaire for all pedagogical staff and kindergarten parents, creation of specific proposals to eliminate shortcomings

• evaluation of each standard FR1 - FR6 with emphasis on pros and cons

• making concrete proposals to address shortcomings and prevent possible causes

45

5. Standard PD PERSONAL DEMANDS

Characteristics

When performing outdoor education, the kindergarten should monitor the qualification, professional and personal requirements for all implementers - principals, teachers, educators, support staff, other persons (parents, service providers). Kindergarten teacher education and further professional development play a key role for the teacher, educator in acquiring the appropriate skills necessary to ensure high-quality outdoor education and training. Better understanding and knowledge of outdoor education gained during education and then further supported will strengthen teachers’ confidence in their ability in the field. Teachers should appreciate that they can use outdoor education and spend time with children’s upbringing and education in the environment of nature or the outdoor environment.

Planning

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Personnel demands in the educational process in the Planning phase, it should focus on:

Standard PD1

participation and active participation in various professional seminars and educational programs focused on outdoor education in the conditions of kindergarten (at least twice a calendar year), searching for various professional seminars, publications, etc. focused on outdoor education in the conditions of kindergarten, planning and creating professional, educational seminars and activities focused on the professional development of teacher competencies in outdoor education, refresher education, professional seminars, workshops ... (at least twice a calendar year), personnel capacity planning to provide specific outdoor education activities/programs in cooperation with parents (minimum 1 adult per 10 children outdoors).

46

Organizing and delegating

Standard PD2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Personnel demands in the educational process in the Organizing and delegating phase, it should focus on:

organizing individual professional and educational seminars focused on the professional development of teaching competencies in outdoor education, professional seminars, workshops in kindergartens, internally (at least twice a calendar year), defining the competence of persons responsible for individual educational activities in kindergarten, implementation of outdoor activities/programs following the plans (in the largest possible number/time range, daily, at least 3.5 hours in the morning and at least 1 hour in the afternoon).

Implementing and realization

Standard PD3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Personnel demands in the educational process in the Implementing and realization phase, it should focus on:

acquiring and using ordinary skills and abilities in outdoor education in kindergarten, delegating competencies to specific people and controlling the implementation of outdoor activities.

47

Leading and coordinating

Standard PD4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Personnel demands in the educational process in the Leading and coordinating phase, it should focus on:

participation in a professional seminar, training/education in outdoor education (at least twice a calendar year), coordination of individuals in education in outdoor education in kindergarten, monitoring and active search for information on outdoor education, self-realization and self-motivation in outdoor education, active use of opportunities for your stay with children outside, to be a real role model for others, to be actively interested in staying outside and in practicing it daily / several times a week.

Controlling and reporting

Standard PD5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Personnel demands in the educational process in the Controlling and reporting phase, it should focus on:

elaboration of the final report, elaboration and elaboration of the feedback questionnaire for all pedagogical employees and parents of the kindergarten, elaboration of the final report from the given questionnaire, strengths and weaknesses, evaluation of self-education, self-evaluation of own outdoor activities with children, continuous evaluation of staff capacities in kindergarten, necessary for the implementation of outdoor education.

48

Feedback

Standard PD6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Personnel demands in the educational process in the Feedback phase, it should focus on:

evaluation of the given standards through a feedback questionnaire for all pedagogical staff and kindergarten parents, creating specific proposals to eliminate lacks, evaluating each standard with reference to pros and cons, and creating specific proposals to eliminate lacks and prevention of possible causes.

49

HEALTH AND HYGIENE

Standard HH 1 – Planning

• to create a safe environment in the context of outdoor education for all persons in the environment, provided that the conditions for ensuring safety and health in the education and training of preschool children are met, in the field of: personal hygiene (sanitary facilities and washrooms), food and drink, rest (non-hazardous loungers), spatial layout and material equipment (furniture / aids, toys, play equipment and other alternatives, textiles), in accordance with the safety and hygiene standards and applicable requirements laid down by the legislation of the country concerned, whereas it is necessary to provide qualified staff for the preparation and serving of food, or to entrust people who meet the requirements set by applicable legislation for the performance of the activity, as well as qualified staff for regular cleaning and maintenance of the premises so that the premises are hygienically sound. From the content

point of view of education and training of preschool children and in terms of outdoor approach to include model situations of health protection, health protection of other as well as model situations endangering health in order to practice the solution of such situations. Involve children in the preparation of food / refreshments, adjustments and cleaning of the outdoor environment

Standard HH 2 – Organizing

• ensuring in outdoor education of preschool children the protection of health, compliance with safety and hygiene conditions and standards in the following areas: − within the framework of personal hygiene - to provide sanitary facilities and a washroom (in accordance with the requirements respecting the generally binding regulations of the given country) as well as their location and the number of washbasins, toilets, or other alternatives in the context of outdoor

50

education, provided that all legislative requirements of the country are met, to ensure access to outdoor water − to provide a diet of health-friendly food with adequate energy value and provide a drinking regime (ensure access to running drinking water both outdoors and hot water indoors) while in the context of outdoor education - the need to adhere to hygiene standards and principles according to national legislation. Provide professional staff in the context of food preparation and serving, or if the legislation of the country allows it to entrust a responsible person in the preparation and serving of food. If the legislation of the country allows it to involve children in the preparation of meals as part of the rest, ensure an adequate space in which sunbeds will be placed, or other suitable alternatives that will meet the hygiene and safety standards of the countries concerned. In the context of a lounger, use a possible alternative that will be safe, stable, thermally insulated, easily portable and foldable. Sleep, as far as conditions and legislation allow, can be realized under suitably created conditions outside − pay attention to hygienic and safety conditions within the area. Within the furniture, resp. additional

material equipment to provide furniture made of natural materials, waxed or stained with ecological products. In case of using other material aids, resp. teaching aids from nature in the context of outdoor education to pay attention to the safety of children. Prefer aids made of natural materials to artificial toys and aids

− in the field of toys and play material, use hygienically and health-friendly materials in outdoor education and, in the case of other items intended for preschool children, apply such materials that comply with the hygienic standards and valid regulations of the given countries. Prefer aids made of natural materials and natural products to artificial toys and aids

Standard HH 3 – Implementation and delegation

• the responsibility of the founder and principal of the kindergarten to create a safe environment in the educational process for preschool children, as well as for all adults located in the area, under the conditions of compliance with hygiene regulations under national legislation. The responsibility of the director for the recruitment of qualified professional staff providing the

51

preparation and serving of food, or the authorization of other authorized persons depending on the applicable standards and legislation of the country. The Director’s responsibility to ensure that qualified personnel perform the cleaning and maintenance of indoor and outdoor areas, using means that are not dangerous to children and other persons present in the environment. Responsibility of the director for ensuring the supply of drinking water as well as hot running water. Responsibility of the director for the preparation of the necessary documentation (operating rules) and other documents in the context of hygiene and safety conditions. The responsibility of the director for entrusting the responsible person with the daily health assessment of each child

• the responsibility of the teacher for the daily assessment of the health status of each child, in case of inappropriate health status of the child, the teacher’s right not to admit the child to kindergarten. In the event of a child’s illness during the day, the teacher’s obligation to isolate the child in a separate area and at the same time inform the parent, legal guardian, or another authorized person responsible for the child’s state of health. The responsibility of the teacher for the application of such outdoor education, as

well as its individual methods, forms, aids, game material that will respect the safety and hygiene standards of the countries

• the parent’s responsibility for reporting the child’s undesirable health

• parent and teacher responsibility for the child’s clothing appropriate to outdoor outdoor activities, providing adequate weather protection, safety and thermal comfort

Standard HH 4 – Realisating and coordinating

• the principal of the kindergarten, prepares the necessary documentation necessary for functioning in a safe environment in the educational process of preschool children, as well as for all adults located in the area and coordinates further activities with the necessary institutions in terms of compliance with hygiene regulations. The Director shall recruit qualified staff to prepare and serve meals, as well as staff to clean and maintain the interior and exterior. The director assigns responsible persons who can check the child’s health every day

• the teacher checks the child’s health every day and in case of inappropriate health of the child, the teacher has the

52

right not to admit the child to kindergarten. In the event of a child’s illness during the day, the teacher informs the principal, isolates the child in a separate area and at the same time contacts the parent, legal guardian, or another authorized person responsible for the child’s state of health. The teacher implements such an educational outdoor activity which, in terms of applied individual methods, forms, aids, play material, respects the safety and hygiene standards of the countries.

• The parent informs the teacher every day about significant changes in the context of the child’s health

and maintenance of interior and exterior spaces. Both categories of professional staff record and report their activities on an ongoing basis in predetermined documents. The teacher regularly checks the health status of children coming to the kindergarten environment. The teacher continuously checks the condition of the furniture, the outdoor environment, material security, toys, play material, or other alternatives, in terms of safety and hygiene in relation to the health of preschool children. It also involves children in this control

Standard HH 5 – Reporting and control

• The principal of the kindergarten continuously checks the documentation (operating rules, contracts - as well as their duration) required for the full operation of the preschool facility with an outdoor focus, while recording compliance with hygiene and safety standards in pre-prepared documents. The director also archives and checks contracts with qualified staff providing the preparation and serving of nutritious food, as well as contracts with staff performing regular cleaning

Standard HH 6 – Feedback

• feedback (questionnaire of satisfaction or dissatisfaction) of the principal in relation to the teacher in terms of appropriately applied educational strategies, methods, forms, approach and aids, depending on the provision of safety and hygiene conditions. Feedback from teachers and parents in relation to compliance with safety and hygiene conditions. Feedback of children to the teacher and play materials in terms of hygienic conditions.

53

6. Standard HH HEALTH AND HYGIENE

Characteristics

The kindergarten should provide support for children and all implementers, health protection and follow hygienic regulations or guidelines when conducting outdoor education. Health and hygiene find their rightful place in the curricular documents of pre-primary education. Health and hygiene have an important and empowering impact on every child’s health in everyday outdoor education. It is necessary to pay attention to children’s healthy lifestyle and deal with children’s physical, mental, and socioemotional burdens in their environment. The teacher should provide the children with sufficient time for their daily stay outdoors, in the recommended range of min. 3 hours in the morning and 1 hour in the afternoon (or two hours in the morning and two hours in the afternoon), which has a beneficial effect on each individual’s health and should motivate and lead children to adopt hygiene and hygiene habits in the outdoor environment.

Planning

Standard HH1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Health and hygiene in the educational process in the Planning phase, it should focus on: creation of a health-supporting and hygienically suitable environment for all actors of outdoor education in the field of personal hygiene, catering and drinking regime, rest, spatial arrangement and material equipment in the interior and exterior, following safety and hygiene standards and legislation.

54

Standard HH2

Organizing and delegating

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Health and hygiene in the educational process in the Organizing and delegating phase, it should focus on:

arrangement of a health-supporting and hygienically suitable environment for all actors of outdoor education in the field of personal hygiene (access to water, sanitary facilities, washroom), catering (food from health-friendly foods with adequate energy value), drinking regime, rest, spatial arrangement, material equipment, cleaning and maintenance of premises, following safety and hygiene standards and legislation, and to determine the responsibility for creating a health-promoting and hygienically suitable environment for all actors in various activities of outdoor education, to provide qualified personnel in preparing and serving food, supplies, elaboration of the necessary documentation (operating rules) in terms of hygienic and safety conditions, information on the current health status / current health status and possible changes in the child.

55

Implementing and realization

Standard HH3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Health and hygiene in the educational process in the Implementing and realization phase, it should focus on:

application of individual methods, forms, aids, play material with a focus on health and hygiene in the external environment, the inclusion of model situations for health protection, model situations threatening health in order to practice solving such situations, involving children in food preparation (refreshments), adjustments and cleaning of the external environment, regular assessment of the child’s health / thermal comfort of the child outdoors and the child’s clothing and its suitability for outdoor conditions and outdoor activities.

Leading and coordinating

Standard HH4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Health and hygiene in the educational process in the Leading and coordinating phase, it should focus on:

outdoor education, which in terms of individually applied methods, forms, aids, play material contributes to the promotion and protection of health and highlights safety and hygiene rules, coordination of activities with institutions in compliance with hygiene regulations, monitoring any inappropriate health of the child and ensuring its isolation and contacting the parent. Supporting the child’s ability to dress appropriately for specific outdoor conditions, guiding the child in this area and practicing these skills in cooperation with the parent.

56

Controlling and reporting

Standard HH5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Health and hygiene in the educational process in the Controlling and reporting phase, it should focus on:

control of the level and quality of preparation and administration of nutritious food, regular cleaning and maintenance of interior and exterior, condition of material and didactic equipment, keeping relevant documentation (operating rules), and providing suggestions to eliminate identified deficiencies involving children in the control process. Checking the temperature comfort and well-being of children during outdoor activities and adjusting if necessary.

Feedback

Standard HH6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Health and hygiene in the educational process in the Feedback phase, it should focus on:

evaluation of compliance with a health-promoting and hygienically suitable environment for all actors of outdoor education in the field of personal hygiene, food and drink, rest, spatial arrangement and material equipment, as well as thermal comfort of children outdoors following safety and hygiene standards and legislation through evaluation and self-assessments by the principal, teachers, parents, professionals, and the children themselves.

57

MATERIAL AND DIDACTIC EQUIPMENT

Standard MP 1 – Planning

• provision of material didactic means of education which support the implementation of outdoor activities necessary to achieve the set goals primarily in a natural way / way (use of natural materials and resources as much as possible)

process

Standard MP 4 – Realisating and coordinating

• pedagogical staff gradually transforms available material didactic means of education into means supporting the implementation of outdoor activities according to a predetermined plan

Standard MP 2– Organizing

• material didactic resources supporting outdoor education, which meet all the conditions arising from the international framework for kindergarten, obtained and created in a natural (sustainable) way, while also involving the local community in this process

Standard MP 5 – Reporting and control

• a person authorized by the director of the kindergarten performs a general control of material didactic support supporting outdoor education at least 4 times in 1 year

Standard MP 3 – Implementation and delegation

• professionally trained pedagogical staff of the kindergarten are responsible for the material and technical support supporting outdoor education in the kindergarten, while involving the local community in this

Standard MP 6 – Feedback

• the management of the kindergarten will prepare a form for regular evaluation of material and technical equipment intended for outdoor education for parents, teachers and children meeting the protection of personal data

58

7. Standard MD MATERIAL AND DIDACTIC EQUIPMENT

Characteristics

Part of outdoor education in kindergarten are objects and equipment of existential and educational character, which kindergarten needs to carry out outdoor education. Part of outdoor education is also material and didactic equipment in the interior and exterior. It should include the provision of sufficient teaching aids made of various materials, toys and play materials placed in the child’s field of vision, including digital teaching aids, digital toys as well as self-made toys and teaching aids, children’s and professional literature in the book and digital form, including digital technologies. It should be noted that material and didactic equipment is gradually evolving with the development of culture and technology, which is also reflected in the educational process, which must be constantly adapted in outdoor education.

Planning

Standard MD1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Material and didactic equipment in the educational process in the Planning phase, it should focus on:

providing material and didactic means of education, supporting the implementation of outdoor educational activities necessary to achieve the set educational goals with an emphasis on the required requirements in their selection, taking into account the adequacy of the goal of education, content, age, mental development of the child and the expected form of implementation. When choosing devices, give preference to natural, sustainable materials.

59

Organizing and delegating

Standard MD2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Material and didactic equipment in the educational process in the Organizing and delegating phase, it should focus on:

observance of the correct choice of material and didactic means in outdoor education supporting spruceeducational activities, determining responsibility for material and didactic provision supporting outdoor education. When choosing devices, give preference to natural, sustainable materials.

Implementing and realization

Standard MD3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Material and didactic equipment in the educational process in the Implementing and realization phase, it should focus on:

real provision and use of material and didactic means in outdoor education supporting spruceeducational activities to fulfill its educational goals in outdoor education. When choosing devices, give preference to natural, sustainable materials.

60

Leading and coordinating

Standard MD4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Material and didactic equipment in the educational process in the Leading and coordinating phase, it should focus on:

guidance in selecting material and didactic resources from the available options and their modification for the required application in outdoor education. When choosing devices, give preference to natural, sustainable materials.

Controlling and reporting

Standard MD5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Material and didactic equipment in the educational process in the Controlling and reporting phase, it should focus on:

overall control, the functionality of material and didactic equipment supporting outdoor education in specified time intervals (at least 4 times per calendar year), checking the adequacy of the use of material and didactic equipment for education, content, age, mental development of the child and the expected form of implementation, keeping records and rates of use of material and didactic equipment.

61

Feedback

Standard MD6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Material and didactic equipment in the educational process in the Feedback phase, it should focus on:

evaluation of the condition, suitability of material and didactic equipment supporting outdoor education for education, content, age, psychological development of the child and the expected form of implementation.

62

FINANCIAL RESOURCES

Abstract

The aim of financial standards within outdoor education in kindergarten is to point out the minimum requirements within outdoor kindergarten, which should meet in its successful operation in terms of financial resources and finances in general.

• plan the necessary financial resources, own and external, to ensure the intended outdoor activity / complex outdoor

• program, taking into account the effectiveness and adequacy of the planned costs - value for money

FINANCIAL RESOURCES STANDARDS

Standard FR 1 – Planning

• create an inventory of all financial costs necessary for the implementation of the intended outdoor activity / complex outdoor

• kindergarten program, consisting of plans of specific activities (one-time, weekly, monthly), (content, institutional, didactic - direct and indirect, variable and fixed)

• create a calculation and budget

• look for possible sources of funding

Standard FR 2 - Organizing

• organize a cash flow to cover the necessary costs

• define the competence circle of persons responsible for financing the activity

Standard FR 3 - Implementation and Delegation

• obtain, take over specific financial amounts and redistribute them among the responsible persons

• delegate competencies to specific persons - contract, payment, payments, billing

63

Standard FR

Implementation and Coordination

Standard

flow

- Reporting and

• billing of individual

checking the correctness, purpose and

rules of financial

preparation of

financial

of the final

Standard

64
4 -
• acceptance of subsidies, donations, support • payments for goods and services
cash
management and non-cash payments • coordination of the content part of the activity depending on the received financial resources
FR 5
Control
payments •
compliance with the
support •
a
report • preparation
report
FR 6 – Feedback • evaluation of each standard FR1 - FR6 with emphasis on pros and cons • a specific proposal to remedy the shortcomings and prevent possible causes

8. Standard FR FINANCIAL RESOURCES

Characteristics

A kindergarten needs to obtain the required financial security to carry out outdoor education. These are independent administrative and managerial activities in kindergarten, on which the implementation of outdoor education depends - planning the content of education and determining the necessary financial resources, finding donors and obtaining or allocating resources, receiving subsidies and payment, clearing and reporting. These activities require qualified financial professionals, but kindergarten teachers need to have adequate financial literacy.

Planning

Standard FR1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Financial resources in the educational process in the Planning phase, it should focus on:

all financial costs (content, institutional, direct and indirect, variable and fixed) necessary for the implementation of the intended outdoor activity or comprehensive outdoor program of the kindergarten, creating a plan of calculations and budget, finding possible own and external sources of funding taking into account the effectiveness and adequacy of planned costs - value for money.

65

Organizing and delegating

Standard FR2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Financial resources in the educational process in the Organizing and delegating phase, it should focus on:

organizing the cash flow to cover the necessary costs, defining the circle of persons responsible for financing the activity, delegating competence to specific persons - contract, payment, payments, billing.

Implementing and realization

Standard FR3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Financial resources in the educational process in the Implementing and realization phase, it should focus on:

obtaining, receiving a subsidy, a gift, aid or collecting payments for goods and services provided, and reimbursing all costs incurred.

66

Leading and coordinating

Standard FR4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Financial resources in the educational process in the Leading and coordinating phase, it should focus on: cash flow management and non-cash payments for coordinating the content of the activity depending on the received financial resources.

Controlling and reporting

Standard FR5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Financial resources in the educational process in the Controlling and reporting phase, it should focus on:

accounting of individual payments, checking the correctness, purpose and compliance with the financial support rules, preparing the financial report, and preparing the comprehensive final report.

Feedback

Standard FR6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Financial resources in the educational process in the Feedback phase, it should focus on:

evaluation of each FR1 - FR6 standard with an indication of the pros and cons, a specific proposal to eliminate the shortcomings and prevent possible causes.

FAMILY PARTNERS STANDARDS

Standard FP 1 – Planning

• create a social community - focused on the cooperation of kindergarten and family, focused on the comprehensive development of preschool children in outdoor education (in each class of kindergarten there is one community (informal - formal group) created of kindergarten teachers, children and parents)

• look for various possible ways within the effective cooperation of kindergarten and family in outdoor education (at least twice in 1 month with the established community to complete a joint event, activity, afternoon, morning focused on outdoor education or joint relaxation / recreation outdoors)

• plan various activities and seminars focused on preschool children, outdoor education, family and kindergarten (at least 2 times in 1 month)

• include in the plans at least 2 times in 1 month activities for parents with children outside, resp. for parents only

Standard FP 2 – Organizing

• organize given activities, seminars for various partners and children of preschool age in cooperation with kindergarten (at least 2 times in 1 month)

• define the competencies of individuals, responsible representatives in the framework of cooperation activities for kindergarten and various partners

Standard FP 3 – Implementation and delegation

• implement individual activities and seminars within the

effective cooperation of the kindergarten and various partners, focused on outdoor education in the daily operation of the kindergarten and organizations of various partners

• delegate individual competencies to specific persons

68 PARTNERS

Standard FP 4 – Implementation and coordination

• implementation of individual activities and seminars within the effective cooperation of the kindergarten and various partners, focused on outdoor education in the daily operation of the kindergarten and organizations of various partners

• management of individual activities and seminars for kindergarten and various partners focused on outdoor education

• coordination of the content of individual activities and seminars for the kindergarten and various partners focused on outdoor education

Standard FP 5 – Reporting and control

• control of the constant course of individual activities and seminars focused on outdoor education and their regular evaluation through evaluation tools

• elaboration of the final report of individual activities and seminars for the kindergarten and various partners focused on outdoor education

the pros and cons using a feedback questionnaire

• specific proposals to eliminate the shortcomings and prevent possible causes

Standard FP 6 – Feedback

• evaluation of each standard OP 1 - OP 6 with reference to

OTHER PARTNERS STANDARDS

Standard OP 1 – Planning

• create a social community - focused on the cooperation of the kindergarten and various partners, focused on the comprehensive development of preschool children in outdoor education and learning about their own environment (in each class of kindergarten there is one community (informal - formal group) created of kindergarten teachers, children, partners, parents)

• look for various possible ways within the effective cooperation of the kindergarten and various partners in outdoor education (at least twice in 1 month with the established community to complete a joint event, activity, afternoon, morning focused on outdoor education)

• plan various activities and seminars focused on preschool children, outdoor education, various partners and kindergarten (at least 2 times in 1 month)

69

• include in the plans at least 2 times in 1 month activities for different partners with children outside

daily operation of the kindergarten and organizations of various partners

Standard OP 2 – Organizing

• organize given activities, seminars for various partners and children of preschool age in cooperation with kindergarten (at least 2 times in 1 month)

• define the competencies of individuals, responsible representatives in the framework of cooperation activities for kindergarten and various partners

• management of individual activities and seminars for kindergarten and various partners focused on outdoor education

• coordination of the content of individual activities and seminars for the kindergarten and various partners focused on outdoor education

Standard OP 5 – Reporting and control

Standard OP 3 – Implementation and delegation

• implement individual activities and seminars within the effective cooperation of the kindergarten and various partners, focused on outdoor education in the daily operation of the kindergarten and organizations of various partners

• delegate individual competencies to specific persons

• control of the constant course of individual activities and seminars focused on outdoor education and their regular evaluation through evaluation tools

• elaboration of the final report of individual activities and seminars for the kindergarten and various partners focused on outdoor education

Standard OP 4 – Implementation and coordination

• implementation of individual activities and seminars within the effective cooperation of the kindergarten and various partners, focused on outdoor education in the

Standard OP 6 – Feedback

• evaluation of each standard OP 1 - OP 6 with reference to the pros and cons using a feedback questionnaire

• specific proposals to eliminate the shortcomings and prevent possible causes

70

PO PARTNERS

Characteristics

Effective outdoor education in kindergarten and its impact on the child is directly proportional to the impact, help and cooperation of partners with the kindergarten. It is necessary to realize that a child’s success in kindergarten is primarily due to the family. The key to the primary and primarily dominant upbringing and education of children is not schools, teachers, but the family. Family and school are the two most essential attributes in the upbringing and education of children. They include parents, siblings, grandparents, teachers, educators. Often the view of the child and later the young person on the world also depends on their mutual relations. They influence his behavior, attitudes, hierarchy of values, and then later form a new society.

PARTNERS – FAMILY

Planning

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-family in the educational process in the Planning phase, it should focus on:

Standard PF1

creation of a social community - focused on the cooperation of kindergarten and family, on the comprehensive development of pre-school children in outdoor education (in each class of kindergarten there is one community (informal - formal group) created of kindergarten teachers, children and parents), finding different possible ways of effective cooperation between kindergarten and family in outdoor education (at least twice in 1 month with the established community to complete a joint event, activity, afternoon, morning focused on outdoor education), planning various activities and seminars aimed at pre-school children, outdoor education, family and kindergarten (at least 2 times in 1 month), inclusion in the plans at least twice in 1-month activities for parents with children outside or parents only.

71 9. Standard PF,

Organizing and delegating

Standard PF2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-family in the educational process in the Organizing and delegating phase, it should focus on:

organization of given activities, seminars for parents and children of pre-school age in cooperation with kindergarten (at least 2 times in 1 month), the definition of competencies of individuals, responsible representatives within cooperation activities for kindergarten and parents.

Implementing and realization

Standard PF3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-family in the educational process in the Implementing and realization phase, it should focus on:

implementation of individual activities and seminars within the effective cooperation of kindergarten and family, focused on outdoor education in the daily operation of kindergarten and family, the delegation of individual competencies to specific persons.

72

Leading and coordinating

Standard PF4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-family in the educational process in the Leading and coordinating phase, it should focus on:

implementation of individual activities and seminars within the effective cooperation of kindergarten and family, focused on outdoor education in the daily operation of kindergarten and family, management of individual activities and seminars for kindergarten and parents focused on outdoor education, coordination of content of individual activities and seminars for kindergarten and parents focused on outdoor education.

Controlling and reporting

Standard PF5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-family in the educational process in the Controlling and reporting phase, it should focus on:

control of the continuous course of individual activities and seminars focused on outdoor education and their regular evaluation through evaluation tools, elaborating the final report of individual activities and seminars for kindergarten and parents focused on outdoor education.

73

Standard PF6

Feedback

Standard PO1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-family in the educational process in the Feedback phase, it should focus on:

evaluation of each PF1 - PF6 standard concerning the pros and cons using a feedback questionnaire, specific proposals to eliminate the shortcomings and prevent possible causes.

PARTNERS – OTHERS

Planning

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-others in the educational process in the Planning phase, it should focus on:

creation of a social community - focused on the cooperation of the kindergarten and various partners, on the comprehensive development of pre-school children in outdoor education and learning about their surroundings (in each class of kindergarten there is one community (informal - formal group) created of kindergarten teachers, children, partners, parents), searching for various possible ways of effective cooperation between kindergarten and various partners in outdoor education (at least twice in 1 month with the established community to complete a joint event, activity, afternoon, morning focused on outdoor education), planning various activities and seminars aimed at pre-school children, outdoor education, various partners and kindergarten (at least 2 times in 1 month), inclusion in plans at least 2 times in 1-month activities for different partners with children outside.

74

Organizing and delegating

Standard PO2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-others in the educational process in the Organizing and delegating phase, it should focus on:

organization of given activities, seminars for various partners and pre-school children in cooperation with kindergarten (at least 2 times in 1 month), the definition of competencies of individuals, responsible representatives within cooperation activities for kindergarten and various partners.

Implementing and realization

Standard PO3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-others in the educational process in the Implementing and realization phase, it should focus on:

implementation of individual activities and seminars within the effective cooperation of the kindergarten and various partners, focused on outdoor education in the daily operation of the kindergarten and various partners, the delegation of individual competencies to specific persons.

75

Leading and coordinating

Standard PO4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-others in the educational process in the Leading and coordinating phase, it should focus on:

implementation of individual activities and seminars within the effective cooperation of kindergarten and various partners focused on outdoor education in the daily operation of kindergarten and various partners, management of individual activities and seminars for kindergarten and various partners focused on outdoor education, coordination of content of individual activities and seminars for kindergarten and various partners focused on outdoor education.

Controlling and reporting

Standard PO5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-others in the educational process in the Controlling and reporting phase, it should focus on:

control of the continuous course of individual activities and seminars focused on outdoor education and their regular evaluation through evaluation tools, elaborating the final report of individual activities and seminars for kindergarten and various partners focused on outdoor education.

76

Feedback

Standard PO6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Partners-others in the educational process in the Feedback phase, it should focus on:

evaluation of each standard PO1 - PO6 concerning the pros and cons using a feedback questionnaire, specific proposals to eliminate the shortcomings and prevent possible causes.

77

CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

In terms of content, in the following text we deal with definition and characteristics of standards, which represent the basic pillars and principles of outdoor education in kindergarten. The content of standards in the field of outdoor education in kindergarten is defined in the context of children with special educational needs, as well as in the field of health and hygiene conditions, which must be observed according to the applicable legislation of the selected country. Standards in these areas are further specified in the following phases: planning, organization, implementation and delegation of tasks, implementation and coordination, reporting, control and feedback.

Standard CHS 1 – Planning

• to ensure, through outdoor education, the comprehensive development of the personality of each child, including children with special educational needs (SEN), with the participation of qualified pedagogical staff able to apply such educational activities and activities that take into account the individual special educational needs of specific children. necessary modification of conditions, content, forms, methods, compensatory aids and their suitable alternatives, as well as approach with regard to individual special educational needs of specific children,

while it is necessary to respect legislative requirements and mutual and close cooperation of experts, parents, teachers in terms of a comprehensive support service to help children with special educational needs

78

Standard CHS 2 – Organizing

• to create a network of reliable and erudite experts cooperating with an outdoor kindergarten with the possibility of providing professional consultations to parents in the kindergarten and to make a plan of possible adjustments to conditions, content, forms, methods and approach depending on individual special educational needs of specific children and prepare the necessary documentation for a child with SEN, contracts with selected experts and provide training for teachers in the context of readiness for the application of special methods, forms, compensatory aids and their alternatives and individual approach depending on the individual special educational needs of specific children

Standard CHS 3 – Implementation and delegation

• responsibility of the principal of the kindergarten, for: admission of children with SEN on the basis of the necessary documentation and for the maximum possible number of admitted children with SEN, according to the conditions of applicable legislation, for establishing contacts and cooperation with selected experts and for

checking created contracts and agreements; offering the necessary training for teachers. Responsibility of the principal as well as teachers for adequate qualifications to practice the profession. Teacher’s control by the principal for appropriately applied educational strategies, methods, forms and aids taking into account the special educational needs of specific children in terms of their full development of personality. The teacher’s responsibility for: the content and selection of appropriate educational strategies, methods, forms and aids for the full development of a child with SEN, for the management and ongoing control of the necessary documentation of a child with SEN and ongoing monitoring of special and compensatory aids. Responsibility of the parent for informing the current health status, possible changes in the child with SEN. Checking the necessary compensatory aids for the child with SEN himself (in terms of his support of responsibility)

Standard CHS 4 – Realisating and coordinating

• the principal of the kindergarten, admits children with

SEN, while respecting the possible number of admitted

79

children with SEN according to the conditions of applicable legislation. As the main statutory officer, he coordinates cooperation with the addressed experts and implements the signing of created contracts and at the same time hires qualified teachers. Both the principal and the teacher continuously check the necessary documentation of a child with SEN. The principal implements teacher checks in terms of the correctness and appropriateness of the application of educational strategies, methods, forms, approaches and aids, depending on the individual special educational needs of specific children. The teacher, in cooperation with selected experts, carries out agreed consultations for parents in the kindergarten; ensures the presence and a sufficient number of necessary appropriate stimuli for the full development of a child with SEN; implements appropriate outdoor educational activities and activities, applying methods, forms and approaches to children with SEN depending on their individual special educational needs; uses appropriate compensatory aids or their suitable alternatives and continuously checks their number, condition as well as functionality; performs pedagogical

diagnostics of a child with SEN - entrance, continuous and output and keeps the necessary documentation. The child with SEN also checks the condition of the necessary compensatory aid, in terms of his direction to his own

responsibility. Every morning, the parent informs about the current behavior of the child with SEN and about its

changes

Standard CHS 5 – Reporting and control

• Kindergarten principal, checks the number of admitted children with SEN according to the applicable legislation (School Act) and at the same time continuously records the necessary data in the documentation of a child with SEN, while the teacher records the results of pedagogical diagnostics and child behavior as well as his progress depending on the SEN category. . The director checks the signing and content of contracts concluded with selected experts and at the same time checks the qualifications of the hired employees - teachers. The principal records the teacher’s control continuously in pre-prepared documentation, in which he evaluates the correctness and suitability of the educational strategies,

80

methods, forms, approach and aids used by the teachers, depending on the individual special educational needs of specific children. The teacher reports and records the participation of experts in the consultations for parents, with a maximum of the number of hours allowed by the signed contract between the parties. The teacher shows in the preparations the suitability of the chosen educational activities, methods, forms, approach and aids to children with SEN, while their suitability / unsuitability shows on the basis of reflection of activities in order to develop the competencies of a child with SEN as effectively as possible. The teacher checks the presence, condition and functionality of aids taking into account the individual needs of the child with SEN - records in the inventory, while the aids can also be checked by the child himself, every day in terms of his direction to his own responsibility

Standard CHS 6 – Feedback

• feedback (questionnaire of satisfaction or dissatisfaction) of the principal in relation to the teacher in terms of

appropriately applied educational strategies, methods, forms, approach and aids depending on the individual special educational needs of specific children. Feedback of experts for cooperation with the principal, teacher, parents and vice versa - feedback of parents in relation to selected experts, teachers and principals. Feedback from children to teachers and professionals

81

10. Standard ChS CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Characteristics

There are also children in kindergarten who need a unique approach when conducting outdoor education due to their limitations or exceptionality. Due to the individual needs of children with special educational needs in kindergarten, all activities related to outdoor education need to be based on and fully respect their specifics, applicable legislation, curricular documents, and inclusive education possibilities in kindergarten.

We consider a child with special educational needs to be a child with a disability (mental disability, hearing impairment, visual impairment, physical disability, impaired communication ability, autism or other pervasive disorders, multiple disability); a child who is ill or weak (a disease of a long-term nature and the child is educated in schools at medical facilities); a child with developmental disorders (activity and attention disorder, developmental learning disorder); a child with a behavioral disorder (emotional or social impairment); a child from a socially disadvantaged environment (an environment which, due to social, family, economic and cultural conditions, insufficiently stimulates the development of the child’s mental, will, emotional qualities, does not support his socialization and does not provide enough appropriate stimuli for his personality development), gifted child (above-average abilities in the intellectual field, arts, sports or in these fields he achieves extraordinary performances compared to his peers and his talent is purposefully developed through education and training).

82

Planning

Standard ChS1

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Children with special educational needs in the educational process in the Planning phase, it should focus on:

ensuring the comprehensive development of the personality of each child with special educational needs, modifying the conditions, content, forms, methods and approach depending on the individual special educational needs of specific children, providing training for teachers in the context of inclusive education and their readiness for unique and individual approaches, creating an individual educational program for children who require it and the preparation of the required documentation.

Organizing and delegating

Standard ChS2

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Children with special educational needs in the educational process in the Organizing and delegating phase, it should focus on:

creation of a network of experts cooperating with the kindergarten with the possibility of providing professional consultations, division of tasks of teachers and other staff in the inclusive classroom, assigning responsibility to the teacher for the content and selection of appropriate educational strategies, methods, forms and tools for full child development.

83

Implementing and realization

Standard ChS3

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Children with special educational needs in the educational process in the Implementing and realization phase, it should focus on:

application of comprehensive personality development of each child with special educational needs in outdoor education based on a prepared plan, including suitable outdoor educational activities with modified conditions, content, forms, methods and approach depending on individual special educational needs of specific children.

Leading and coordinating

Standard ChS4

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Children with special educational needs in the educational process in the Leading and coordinating phase, it should focus on:

coordinating cooperation with the addressed experts and providing appropriate incentives for the child’s complete development using appropriate compensatory aids in outdoor education, ongoing pedagogical diagnostics of children with the necessary documentation, and the child’s current health and general condition.

84

Controlling and reporting

Standard ChS5

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Children with special educational needs in the educational process in the Controlling and reporting phase, it should focus on:

checking the application of the specifics of inclusive outdoor education in the educational process with ongoing management of relevant documentation of a child with special educational needs, checking the correctness and suitability of educational strategies and activities, methods, forms, approach and tools depending on individual special educational needs of specific children.

Feedback

Standard ChS6

Kindergarten in the context of the definition of the main factors of outdoor education (content and conditions, process and organization) is based on the competence potential of the child. In the area of Children with special educational needs in the educational process in the Feedback phase, it should focus on:

evaluation of appropriately applied used educational strategies, methods, forms, approaches and aids depending on individual special educational needs of specific children through evaluation and selfevaluation of the principal, teachers, parents, experts and the children themselves.

85
86 The output is part of the project Erasmus+ č. 2019-1-SK01-KA201-060775 titled Taking learning outdoors – supporting the skills of pre-school managers in outdoor education and care – TAKE ME OUT II. – Happy childhood happens outside –STEP HIGHER The presented opinions are the views of the TAKE ME OUT II project partnership and do not have to express the opinions of the EU. Issued by INAK, oz, Kremnica, 2021