Abstract
The outdoor learning environment is not an alternative to learning in kindergarten, but a deepening, a personalization of the instructive-educational process; this environment, properly organized, becomes a source of knowledge, a stimulating, comfortable, creative, original space, conducive to the cognitive and socio-emotional development of the child. In the current educational context, dominated by frequent challenges and changes, we need to return to nature and connect children with it through various activities. We will ensure the children a better health, the correct management of emotions, autonomy, self-esteem, the formation of life skills that will help them to adapt to society.
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