Ahol a kicsik nagyokat alkotnak

During playtime teachers create playsituations for initiating learning: eg. when we ’build’ a house or ’grow’ a forest, we talk about groups of animals. Domesticated - wild, characteristics, similarities - differences, smaller - bigger, quiet - loud.

We consciously direct children’s attention through flexible planning which allows us to consider the circumstances and to accomodate their interests. Play-initiation and talks are based on everyday events.



Sources of indirect learning, most of all, experience, plays a remarkable role in preschool children’s cognitive process. In this process, meeting the world is enriched and coloured by several emotions and for children, ’learning life’ is a great adventure. How can we facilitate this adventure? By encouraging children to explore their environment and to find out what the world ’tells’ them through their senses and to make meaningful connections. Exploring nature around us improves creativity and the abilty to identify problems. In turn, problem-solving gives a sense of discovery and the joy of learning. Curiosity deepens to become interest, playing and small discoveries open up a whole new world where children slowly get to know their way.