We believe that the “learning through environment” method is a good way to create opportunities through a variety of learning impulses to specifically support children’s development. By using the method in daily work with children, they are supported in the following areas of development: motor skills, creativity, mathematical understanding, language and communication skills as well as their knowledge of geometric shapes. In our opinion, the immediate environment of the kindergarten and the environment with which the children are already familiar play an important role in strengthening their skills. As children continue to get to know the area, they will feel like they are part of society. Social skills are also an important aspect of the project, as are existing knowledge and skills in the areas of communication, behavior, values and orientation. It helps them to talk about the surroundings, such as parks or playgrounds, that they already know and find common interests with other children. It is also a good method for constructive behavior within a group and for building friendly and positive contacts.
The Austrian kindergarten has already worked with the “Learning through environment” method in the past as part of a local educational project. Using mini models of various buildings from the immediate vicinity of the kindergarten, we encouraged children in the areas of colors, mathematics, geometric figures and motor skills, as the children were also involved in the crafting process of the models. With this project we want to show other educational institutions how the method can be implemented in daily work with children and how it can be used to promote children's development. Teaching and promoting the language skills is a huge part of our work with children. Using the immediate environment and the specific repetition about what they see and what they can already name, children have an opportunity to expand and improve their vocabulary. As for the kindergarten teachers, we aimed for an exchange of good practices about their work before the project but more specifically their work with the method during the project. We wanted to hear about their experiences and how they implemented the method into the daily work with the children.