摘要：Early childhood education has a transforming potential, considering that from 2 to 6 years old is the psychosocial and cognitive development which will play an important role in future’s behavior and the future adult's relationship with the environment, namely, in the main goal of which the individual will live. So, the environmental education at this stage, contributes in the formation of the individuals and in building values. In the current study, an experience report is presented on the activities of the university extension projects " Projeto Água Viva: Do recurso ao patrimônio" during the year 2015, with children in preschool age in a school in the city of Itajaí-SC. The methodology covered activities related to storytelling, expository and dialogues lectures, study visits and gymkhana. The results show that the interaction of children with activity and with classmates is essential and necessary for the pedagogical and in promoting environmental education.
其他摘要：Early childhood education has a transforming potential, considering that from 2 to 6 years old is the psychosocial and cognitive development which will play an important role in future’s behavior and the future adult's relationship with the environment, namely, in the main goal of which the individual will live. So, the environmental education at this stage, contributes in the formation of the individuals and in building values. In the current study, an experience report is presented on the activities of the university extension projects " Projeto Água Viva: Do recurso ao patrimônio" during the year 2015, with children in preschool age in a school in the city of Itajaí-SC. The methodology covered activities related to storytelling, expository and dialogues lectures, study visits and gymkhana. The results show that the interaction of children with activity and with classmates is essential and necessary for the pedagogical and in promoting environmental education.
