Teachers’ Views On Outdoor Education In Preschool Education
Table 2:
| Strengths | Weaknesses |
| - personal development (increasing self-esteem); - emotional development; - social development (team spirit, cooperation); - cognitive development (knowledge enrichment, immediate applicability); - motor development; - creative development, motivation; - attractive, flexible, varied, interesting, innovative activities; - encouragement of well-being; - health promotion (eg healthy lifestyle, development of immunity); - focus on experiential learning; - active, interactive, constructive learning; - familiarizing children with the natural environment; - innovative educational environment; - encouraging desirable behaviors; - value interdisciplinarity; - the opportunity to overcome the difficulties for all children, including those with special educational needs; - encouraging desirable behaviors; - involvement of educational partners; - the possibility to discover new interests and skills. |
- the large number of children in a group; - possible accidents; - lack of the care staff; - lack of the funds of the kindergarten and the parents; - lack of professional training of educators in the field of outdoor activity; - the parents’ attitude towards the proposed activities; - lack of teachers’ experience; - teachers’ prejudices; - lack of a support curriculum; - lack of a clear legislation; - lack of population’s education in terms of ensuring the safety of pre-school groups outside the educational unit; - the weather conditions; - the multitude of documents required for the exits from the unit; - the need for a more careful preparation of the activity; - reluctance for new of the teachers; - lack of school buses; - the children's sensitivity to environmental factors; - the presence of a large number of stimuli that distract the attention of preschoolers; - lack of adequate equipment; - lack of green space in the kindergarten / of the materials needed for activities. |