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Keywords: curriculum; early education; outdoor educationThe curriculum for early education represents the foundation for the activities performed in nurseries and kindergartens in Romania. This document systematically addresses the field of early education, including both preschool and antepreschool education. The goals of early education are aimed at the five areas of child development, encouraging the overall development of the child and taking into account the child's future competences. The game remains the fundamental activity of ante-preschoolers and pre-schoolers. Thus, the importance of free play is highlighted. The Curriculum for early education comprises the first mentions regarding outdoor activities. Although the concept of outdoor education is not defined, explained or exemplified, it is desirable that children face different climatic conditions and that they play diverse outdoor games. ZusammenfasungSchlüsselworte: Lehrplan; Früherziehung; Outdoor-Bildung Der Lehrplan für die Früherziehung ist die Grundlage für die Tätigkeit von Kinderkrippen und Kindergärten in Rumänien. Dieses Dokument befasst sich systematisch mit der frühkindlichen Erziehung, die sowohl die vorschulische als auch die kleinkinderliche Bildung einschließt. Die Ziele der frühkindlichen Erziehung konzentrieren sich auf die fünf Bereiche der kindlichen Entwicklung, fördern die Gesamtentwicklung des Kindes und berücksichtigen seine zukünftigen Kompetenzen. Das Spiel bleibt die Grundaktivität der Kleinkinder und Vorschulkinder, wobei die Bedeutung des freien Spiels hervorgehoben wird. Mit der Genehmigung des Curriculums für die frühkindliche Erziehung erscheinen die ersten Erwähnungen über Outdoor-Aktivitäten. Obwohl das Konzept der Outdoor-Bildung nicht definiert, erklärt oder veranschaulicht wird, ist es empfehlenswert, Kinder den klimatischen Bedingungen auszusetzen und Outdoor-Spiele zu spielen.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

The golden age of childhood brings a number of important changes in a child's life. Play is the most important source of learning for children and their main concern at preschool age. Kindergarten is a space for play and social experimentation, where the child plays, establishes emotional relationships with adults and children, learns to live in the community and respect the individuality of others, to be tolerant of differences. Thus, the kindergarten meets the need for community and socialization of the child. Positive interactions with colleagues lead to the building-up of friendships, the development of cooperation skills and conflict resolution. However, not all children can easily establish friendships. The purpose of our research aims to highlight the importance of stories, exercise games and role-playing games in order to optimally integrate preschoolers in the mixed group in kindergarten. The research took place over a period of 18 weeks. The methods used in the research were observation and psycho-pedagogical experiment. To test the hypothesis, we used as a research tool an observation grid. The study was attended by 20 preschoolers aged 2-6, from one preschool education unit in Cluj-Napoca town, Romania.

The Methodology for the organization and functioning of the Psycho-pedagogical Training Programs in USAMV Cluj-Napoca is the document which, based on official documents issued by the Ministry of Education, provides the framework for the organization of the psycho-pedagogical training programs. More precisely, it aims to certify the competences for the teaching profession through the two levels: Level I (initial) and Level II (deepening). The methodology presents both the curriculum of these psycho-pedagogical training programmes and their formal curricular documents. At both Level I and Level II, the teaching subjects are divided into two categories: basic psycho-pedagogical training and specialist teaching and practical training. Annex 2 of this methodology presents the timetable available for the specialist content and the assessment method.