Abstract
Contribution builds on the previous publication of both authors (Jančaříková, 2008, Kapuciánová, 2010) and is focused on EE in nursery schools. Its objective is to provide support in the implementation of EE to nursery school teachers.
The teachers they repeatedly stress the lack of a comprehensive focus of the documentation for the implementation of preschool EE. Part of the research is devoted to the EE in the nursery schools abroad and in Czech republic.
Points out the lack of attention of researchers, EE in pre-school age (Davis, 2009). The output here is presented the qualitative investigation (using the selected instruments enshrined the Grounded theory) are proposed criteria for the implementation of the autoevaluation and the environmental education in pre-school education in the Czech Republic.
In total, approximately 100 criteria laid out by. It was broken down into categories (areas) and, optionally, and subcategories and are presented in a separate document the key areas and criteria for the implementation of the EE in pre-school age in the chapter of results.
The first area is focused on the child (children) and is to be on the development of environmental sensitivity training, learning patterns, the development of research skills, involvement in the sustainable life. The second area concerns the person educationers, especially the nursery school teachers, but leaves a space for reflection on the importance of parents and other adults.
The third area focuses on the influence of the environment, is broken down into subcategories of the garden (or the nearest outdoor) of the the nursery and the indoor environment of the nursery school. The material presented here can be used immediately in practice teachers.