Children and movement
The exercise habits developed in childhood affect a person’s physical development and thus also their overall quality of life. Positive exercise experiences in one’s childhood increase the likelihood of continuing a physically active lifestyle also in adulthood. Activities that support physical development are just as important for children’s mental development, especially outdoor learning, which puts both body and mind to work. Our goal is to use our products to create an environment that is a source of joy and a healthy life.
Nature is a learning environment that gives you the opportunity to put both your body and mind to work. Outdoor learning helps to establish contact with the environment and the nature around us, to gain new knowledge through playful activities, support physical and motor development, while also improving the ability to concentrate. Children learn through what they can experience directly.
Observation, learning and experimentation are the main methods of outdoor learning. Positive outcomes indicate that children are calmer, more positive, able to concentrate better, more sociable and more respectful of each other. Nature has a calming effect, so communication is more relaxed and joyful. At the same time, nature also inspires, motivates to explore, experiment, and to test yourself. Children’s coordination is improving, play is becoming more diverse and creative, children are more skilled and also healthier.
There is a connection between health, learning and play, which we also take into account when developing our products. One good playground gives a child all the opportunities they need outdoors:
Achievements and experience of success increase the child’s confidence, the courage to put themselves to the test again and again, achieving more and more each time. This strengthens the physique and sharpens the spirit.
Indoors, you study the facts. Outdoors, you learn how to make connections. This is a summarised difference between outdoor and indoor learning. Outdoor learning is a welcome and necessary addition to the traditional learning environment.
There are countries in the world where outdoor kindergartens are a common and recognised form, such as the Scandinavian countries. They are based on the principle that everything that can be done outdoors gets done outdoors. Our desire and goal is to give a boost to outdoor learning around the world.
A child who wants to learn needs the support of an adult. Gaining new knowledge creates additional interest, and questions must definitely get answered. A child who knows national flags is very likely to look at geographical maps as well. A child who knows car brands will soon become interested in traffic signs. A child who likes a memory card game will very likely be sitting behind a checkerboard or chessboard soon. The role of adults is to guide children, and here are some ideas:
AGE GROUP 3 – 4
AGE GROUP 4 – 5
In addition to the exercises for the younger age group:
AGE GROUP 5 – 6
In addition to exercises for younger age groups:
NTC learning system (Ranko Rajović, MD), Children and movement (Marion Piisang, Tallinn University, Institute of Health Sciences and Sports), Outdoor education (B.Brügge, M.Glantz, K.Sandell).