6.1 Definition of the area

This is a territory, which is equipped for the purpose of organizing physical activity and leisure of children. This is a set of facilities that promote physical and cognitive development.

Modules may vary depending on the age of the children. Possible types of structures: bridges for transitions, steps, rope nets, spiral descents, slides, horizontal bars, tunnels, stairs, swings, balancers, seesaw, creepy, house on the tree, outdoor kitchen. Preferably structures made from natural materials and play zone can be mixed with the surrounding natural environment.

The structured play zone must be safe, all structures are well fixed. There should be free space around each element, a safety zone is about 1.5-2 meters around. Modules should be placed on sand, grass, or rubber cover.

6.2 Learning Objectives

    to understand and avoid things cause danger, risk, or injury. To know and use rules, by doing what is allowed for each context every time.
    to improve fine and gross motoric skills, coordination and body perception in a playful way.
    • possibility of learning and experimenting with scientific and physical ele-ments
    possibility to work and play together to complete a task or achieve a common goal, teamwork, take into account the thoughts and ideas of others in the game. To develop skills of engaging to social relationships (tolerance)
    Explore nature through our five senses, sight, hearing, touch, taste, and smell. Practice sorting impressions and have the peace of mind to process experiences
    Children to respect and treat other people with courtesy (using polite words), observing the children that need additional help/support and providing this, while avoiding things that can hurt other children. Listening to other children's/people's wishes and needs, children to start compromising their needs when other people are in need
    to create and follow positive behavior rules in games

6.3 Curriculum References


  • File: http://www.indicazioninazionali.it/2018/08/26/indicazioni-2012

  • Reference: p.26

  • Content: The nursery school also aims to develop the ability to express oneself and communicate through the body in order to refine its perceptual and knowledge skills of objects, the ability to orient oneself in space, to move and to communicate according to imagination and creativity. In the game, particularly in the symbolic one, children express themselves, tell, re-elaborate personal and social experiences in a creative way.


  • File: https://drive.google.com/open?id=14OtOhNRGRDXNMIHe6HBrdl2o9QyWmuMS

  • Reference: p.28

    Area of development: Personal and Social Awareness

    Keystone 1: Self-awareness - Aim: - Children to be aware of their capabilities
    Keystone 2: Attitude towards learning - Aim: - Children to have a positive attitude towards something new to learn and to take risks (desire to try something again in case of failure)
    Keystone 3: Social Development - Aims: - Children to develop skills of engaging to social relationships (tolerance of other children playing in the area he/she plays individually); - Children to cooperate with other children in different contexts (e.g. Participate in games with others); - Children to interact and communicate with other children to accomplish a common goal (participation in games, problem solving)

  • Content:

    Keystone 1: p. 37, Keystone 2: p. 40, Keystone 3: p. 41 and p.42

    These pages refer to the attitude towards learning and developing a positive stance towards something new. Within the framework of achieving the learning objectives, the following are recommended:

    1. Greeting an adult upon entering and exiting the premises of the kindergarten
    2. Seek help from an adult when needed
    3. Tolerance of other children in their space when they play individually
    4. Participation in games with other children (e.g. in couples)
    5. Exploring materials and spaces with other children
    6. Sequence of rules and active participation in free/structured play - Participation in a game in larger groups of children
    7. Problem solving with the contribution of all team members.


  • File: http://likumi.lv/ta/id/303371-noteikumi-par-valsts-pirmsskolas-izglitibas-vadlinijam-un-pirmsskolas-izglitibas-programmu-paraugiem

  • Reference:
    Keystone 10.2, page 3 - At the end of pre-school education, the child has acquired the following basics of skills, which include values and virtues, transversal skills and knowledge, understanding and basic skills
    Keystone 9.3, page 2- Self-directed learning

  • Content: The child is aware of himself / herself, explains and distinguishes good behaviour from bad behaviour, assesses his / her own choice and independent actions, predicts various consequences of everyday behaviour related to personal health and safety (reducing exposure to familiar people and strangers; home, school, street, outdoor playgrounds, water courses and playgrounds, fire, road safety, electrical safety), follow the rules, understand who and when to go for help when you feel unwell or insecure.


  • File: https://www.skolverket.se/publikationsserier/styrdokument/2019/curriculum-for-the-preschool-lpfo-18?id=4049

  • Reference: p.14, p.15

  • Content:

    The preschool should provide each child with the conditions to develop:


    • their identity and feel security in it, and awareness of the right to physical and personal integrity.
    • independence and trust in their own ability.
    • curiosity, creativity and desire to play and learn,
    • an ability to function individually and in a group, cooperate, manage conflicts, and understand rights and obligations, and to assume responsibility for common rules
    • an ability to listen to and reflect on other people's perceptions, and to reflect and express their own beliefs.
    • imagination and imagination.


    • motor skills, coordination, and body perception, and understanding how important caring for their health and well-being
    • an ability to use and understand concepts, see correlations and discover new ways of understanding the world around them.
    • an ability to create and ability to express and communicate occurrences, thoughts and experiences in different forms of expression such as image, form, drama, movement, singing, music and dance;
    • interest in stories, pictures and texts in different media, both digital and other, and their ability to use, interpret, question and discuss about them,
    • a nuanced spoken language and vocabulary as well as the ability to play with words, relate things, express thoughts, ask questions, put forward arguments and communicate with others in different contexts and for different purposes.
    • an interest in written language and understanding of symbols and how they are used to convey messages
    • their cultural identity and knowledge of and interest in different cultures, and an understanding of the value of living in a society characterized by diversity, as well as an interest in local cultural.
    • both the Swedish language and the national minority language, if the child belongs to a national minority.
    • both the Swedish language and its mother tongue, if the child has a different mother tongue than Swedish,
    • Swedish sign language, if the child has impaired hearing, is deaf or needs sign language for other reasons
    • an ability to use mathematics to investigate, reflect on and try out different solutions to their problem raised by themselves and others.
    • understanding of space, time and form, and basic properties of s4ets, patterns, quantities, order, numbers, measurement and change, and reason to mathematically about this,
    • an ability to discern, express, investigate and use mathematical concepts and their interrelationships.
    • understanding of relationships in nature and different cycles in nature and how people, nature and society affect each other.
    • an understanding of how different choices people make in everyday life can contribute to sustainable development
    • an understanding of natural sciences, knowledge of plants and animals, and simple chemical process and physical phenomena.
    • an ability to explore, describe with different forms of expression, ask questions and discuss science and technology
    • an ability to discover and explore technology in everyday life.
    • an ability to build, create and construct with the help of different techniques, materials, and tools