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

School curricular document

Space – interior, exterior

Personal demands

Health and hygiene

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

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

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 - 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

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

Partners – family, others

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 with special educational needs

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

Definition of factors of outdoor education in kindergarten MAIN FACTOR

PARTIAL FACTORS Leading phase

Planning 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

Institutional requirements

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 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

Didactiv requirements

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 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

Institutional requirements

Didactiv requirements

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 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

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

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

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

Controlling and reporting

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

Institutional requirements

Didactiv requirements

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

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

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

Institutional requirements

Didactiv requirements

Kindergarten as an institution in the phase of Feedback has to 1. recapitulate the implemented outdoor education 2. take the necessary measures for the further performance of outdoor education based on this experience

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

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.

Definition of factors of outdoor education in kindergarten SUPERIOR FACTOR

PARTIAL FACTORS

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

the level of the child’s current educational opportunities and the child’s predisposition to be developed: a) knowledge b) capabilities c) skills d) attitudes e) 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.