Performing the project, we expected to increase the teachers’ skills to develop and implement European projects and to gain experience of working in an international team. The mastered new forms of learning during the trainings and the exchanging of good practices, teaching and learning techniques in the kindergarten, their application in practice to increase their personal motivation. The goal to improve their language skills in English, to become familiar with the approach to environmental education, adopted in Finnish educational system; to develop their skills and practical and theoretical knowledges for outdoor learning; to acquire skills in curriculum design and analysis in the field of environmental education and learning in nature which improves children's mental, emotional, physical and social development; to implement a practical methodology for environmental education with children. The change in the work style of the teachers, the implementation of the "outdoor education" and its integration into the formal education, to help children build a connection with nature and turn them into responsible and environmentally committed citizens. This will increase the quality of teaching and the authority of the kindergarten.
The epidemiological situation forced us to rethink our activities and find a new approach to work in the conditions of the "new normal". We increased the children's stay outdoors by moving part of the daily routine to the kindergarten yard. We set aside places for outdoor activities and tried to bring the formal pedagogical interaction outdoors, but the results did not meet our expectations. We found out, that outdoor learning is one of the most innovative educational approaches in European context and in the world. We were looking for examples and shared experience, but our not so good English language prevented us from accessing more information. After doing the research and analyzing the results, we identified our needs to include the school environment and give the children the opportunity to get back to nature; After doing the research and analyzing the results, we identified our needs to include the environment, as a place to learn and give children the opportunity to return to nature. Lifelong learning and qualification of pedagogical specialists to implement outdoor learning in our pedagogical practice for each child, regardless of their individual educational needs and abilities. Getting to know and applying the approach