Today's rhythm of life and modern technologies are more and more often putting us to the places with limited movement. Those patterns can occur in very early childhood.
Therefore, I would like to acknowledge how much teachers facilitate and encourage outdoor activities. We are obliged to ensure the children a healthy lifestyle, to teach them to enjoy nature and give them as many outdoor activities as possible. My belief is that many ideas happen outside, in the nature, not only indoors as a child with the help of an educator in the natural environment can take advantage of any situation for learning, for interaction with peers and outdoor facilities. Staying outdoors provides kindergarten teachers a huge opportunity for teaching children, if it is reasonably planned.
The study is quantitative; the sample consisted of 117 employees in kindergarten Velenje. I used a questionnaire. My research based on kindergarten teachers to stay children outdoors, how much time children spend on average per day in the open air and how often in the design, implementation and evaluation of outdoor activities involving children. I wanted to know is whether there are differences in views and children's participation in outdoor activities among educators and assistant educators during the first and second age. The results were interpreted and compared with previous studies in this field.
The survey results show that employers in kindergarten are aware of the importance of being outside, but are not utilizing it as much as they could. Kindergarten teachers associate outdoor activities with the different areas of the curriculum, but should be more aware of the importance of including children in the planning, implementation and evaluation educational work, as it contributes significantly to the development of the child.
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