Our children, our world, our future

Topic(s) addressed

• Education for sustainable development
• Outdoor education
• Informal education
• Learning from each other
• Promoting creativity
• Using activating and problem-solving methods
• Development of key competencies for children and teachers

Target groups

• 12 Teachers 
• 100 children 
• 15 with special education needs 
• 200 parents

Methodologies

• Teachers individualized the educational process.
• They used the Dalton plan that introduces children to self-sufficiency, responsibility, cooperation and reflection.
• Informal education– activities outside of the classroom and projects 
• Natural science education as the basis for building integrated knowledge about the world, 
• Combining different branches of education: linguistic, social, mathematical, technical, artistic, musical and physical. 
• Carrying out an international project Amazing children, Amazing nature on eTwinning.

Environments

• Expanding the educational space of the kindergarten outside of the kindergarten room– creative play corners 
• Organising activities outside of the kindergarten (outdoors) 
• The natural environment becomes a teaching aid. 
• Undertaking activities involving children with special educational needs
• Teachers share their knowledge and experience to learn from each other.

Teachers

• Teachers developed their skills and competencies (the ability to make contact, teamwork, negotiation skills, conflict management, assertive behaviour, empathy, patience, understanding, work planning, anticipation and dealing with stress).
• They cooperated by sharing good practices, exchanging experiences and teaching materials, joint organization and carrying out various activities. 
• Together they planned, organised, implemented and modified educational processes. 
• They worked with each other using the Scrum method.

Impact

The project affected:

• Sending organization– modification of the concept of work, enrichment of the kindergarten base
• Children– learning through action, research and discovery (in teams and groups), making hypotheses and testing, the possibility of making mistakes and drawing conclusions from them. 
• Teachers– teamwork, using activating and problem-based methods and informal methods, creating conditions for independent actions and decision making. 
• Parents– increasing awareness of key competencies 
• Local community– through a series of events, consultations for teachers of other institutions related to writing Erasmus + projects, sharing good practices with the directors of Gdańsk-based educational institutions, implementation of eTwinning projects.