With the implementation of the project, we wanted to: enrich our experience in the field of environmental education for preschool children; to learn in detail about outdoor learning as part of children's non-formal education; to look for new methods and means of upbringing, training and socialization of children to add to the traditional ways of interaction. By implementing the activities of the project, we wanted to achieve the necessary increase in the competences of pedagogical specialists regarding environmental education for children of preschool age. We also wanted to achieve an upgrade of experience and traditional methods, to introduce outdoor learning, new methods and useful practices. With the implementation of the project, we wanted to achieve a better level of educational activity, to integrate new practices and methods into our usual, routine and traditional activity, as well as to make the pedagogical situations more attractive and interactive, in order to be able to achieve - high level of results in terms of environmental education and the development of environmental awareness among adolescents. Also, with the realization of the project activities, we wanted to break the routine, to change the stereotypes.
The context of our project is related to the strategic development of the kindergarten and the worldwide growing need to integrate environmental education from the earliest childhood. The purpose of this project is to upgrade the knowledge of pedagogical specialists about environmental education, both in a national and European aspect; in enriching the pedagogical methods and means for the educational work of teachers, by studying and using the experience at the international level; with the diversification of the attitudes and way of working of pedagogical specialists; with the need to improve the traditional pedagogical resource with new, attractive and interactive methods and means; with the need for practical orientation of educational materials and situations for children and breaking of stunted stereotypes, which inevitably bring boredom and monotony in the main and additional forms of pedagogical interaction; with learning by doing that leads to lasting results; with the implementation of informal education - outdoor learning, to the formal, which will reduce emotional "burnout" among teachers and make them active and equal partners of children.