Sustainable




play





GUIDE TO A TOY-FREE MONTH Information about the guide





Title: Sustainable Play: A Guide to a Toy-Free Month

Editors: Jerneja Šibilja and Konstantina Tsafitsa

Authors: Danuta Łukasińska, Konstantina Tsafitsa, Jerneja Šibilja, Mojca Krajšek, Irena Cesar, Gašper Žagar, Elvira Lhotka

Proofreading: Sonja Špegel

Creative direction: Aleksandra Simla



The guide was developed in the scope of the Erasmus+ project Toy-Free Month: Cultivating Creativity and Sustainability in Young Learners.

2024-2-PL01-KA210-SCH-000294718

Project partners:



Supporting partner:





Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.





COBISS ID: 254314499

Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani

COBISS.SI-ID 254314499

ISBN 978-961-97145-1-5 (PDF)



Publisher: STEP Institute (Rimska cesta 6, 1000 Ljubljana, Slovenia)

Year: 2025

The guide is published at https://www.step-institute.org/toy-free-month/.

The guide is developed in the scope of the Erasmus+ project Toy-Free Month: Cultivating Creativity and Sustainability in Young Learners and is thus free of charge.





CONTENTS




0 4 INTRODUCTION



1 6

GLOSSARY AND ONE PAGE SUMMARIES



2 TOY INDUSTRY IMPACT ON THE HUMAN 8

HEALTH AND THE ENVIRONMENT



3 SDGS AND GREEN COMP BACKGROUND 12



4 SUSTAINABLE EDUCATION 14

4.1 Why Sustainable Education Matters in Early Childhood 16

4.2 Benefits of ESD for Young Learners 18

4.3 Effective Pedagogical Approaches for Implementing 20

ESD in Kindergarten



5 TOY-FREE MONTH GUIDELINES FOR 22

IMPLEMENTATION



6 TOY-FREE MONTH IN KINDERGARTEN 32

DOBRNA (SLOVENIA)

6.1 Toy-Free Month at Kindergarten Dobrna 32

6.2 Toy-Free Month in the First Age Group (1-2 Years) 37

6.3 Toy-Free Month in the Age Group 5-6 Years 45



7 TOY-FREE MONTH IN SCHMETTERLING 58

KINDERGARTEN (AUSTRIA)



8 ADDITIONAL IDEAS FOR TFM GAMES AND 59

TOYS



9 60 LITERATURE





INTRODUCTION




In the forest, we gathered cones and sticks, and I made a magic wand out of them.

Then we could do magic. (A child from Kindergarten Dobrna)



I appreciate that the kindergarten takes part in various projects and that the educators make an

effort to bring them closer to the children. Based on what I’ve seen, I can say that the children

had plenty of interesting “recycled” items available and that they truly enjoyed reusing them

as toys. A particular favorite among the youngest was the slide for small objects,

made from cardboard tubes. (Parent – Kindergarten Dobrna)



Imagine a playroom filled with A shared journey laughter, creativity, and natural We designed this guide as a practical

materials. No plastic toys, no and inspiring handbook for batteries; just curious minds and kindergarten teachers. Born from the

open space. That’s how Toy-Free collaboration between passionate Month began for us... sustainability experts, early childhood

educators, and hands-on

In this guide, we introduce you to an

kindergarten teachers, this guide

innovative and environmentally

grew out of a shared vision: to help

conscious practice: the Toy-Free

fellow educators bring TFM to life in

Month (TFM). The concept behind

their own classrooms. Inside, you’ll

TFM is simple, yet transformative: for

find step-by-step guidance, not just

one month (or longer), kindergartens

on how to plan and run it, but how to

remove conventional, pre-made toys

reflect meaningfully afterward. Along

from the playroom/classroom.

the way, we touch on ideas like

Children are invited to engage in

sustainability, zero-waste living, and

open-ended, creative play using

general ecology, all rooted in the

sustainable or recycled materials and

broader goals of the SDGs and the

self-made toys, also from things that

European GreenComp. You’ll also

can be found in nature. This practice

discover creative ways to craft your

stimulates children’s imagination and

own eco-friendly toys - ideas that

creativity, fosters cooperation and

have inspired us and will hopefully

problem-solving skills, while also

inspire you too.

nurtuting their awareness of

environmental responsibility from an

early age.



Our inspiration



The guide was created within the

scope of Erasmus+ project “Toy-Free

Month: Cultivating Creativity and

Sustainability in Young Learners”

inspired by the exemplary practice

implemented by the dedicated and

enthusiastic team of Kindergarten

Dobrna from Slovenia. The TFM

practice has been a vital part of life

in this kindergarten since the school

year 2014/15. Enriched by feedback

from teachers, children and parents,

this guide emphasizes the broader

impact of sustainable education – not

only on the individual, but also on

community and society level.

Why Toy-Free?

This guide is an open invitation to

educators: step into the Toy-Free

Month journey and welcome

children into a world of

imagination, open-ended play, and

a gentle connection with nature.

When we involve families and

communities in this experience, we

plant habits that grow far beyoŁnd the

playroom walls. We hope this guide

feels like a companion - something

you can return to, share with

colleagues, and grow from together.

Let the month without conventional

toys become a month full of

imagination, creative play, learning

and care for our planet. 1. GLOSSARY





I really appreciate that you showed us how something beautiful can be made from natural and recycled materials. It meant a lot to my child too – he’s become more independent and


imaginative. Now he brings home every little stone because he wants

to make something out of it. (Parent - Kindergarten Dobrna)

Zero Waste is the conservation of all resources by means of responsible production,

consumption, reuse and recovery of products, packaging and materials without burning,

and with no discharges to land, water or air that threaten the environment or human health

(Zero Waste International Alliance, 2018).

Sustainability is the ability to meet the needs of the present without compromising the

ability of future generations to meet their own needs. It involves balancing environmental

health, economic viability, and social well-being to ensure long-term harmony between

people and the planet.

SDGs are seventeen global goals set by the United Nations to build a more just, healthy,

and sustainable world by 2030. For educators, the SDGs offer a framework to connect

classroom activities – like caring for nature, promoting kindness, or reducing waste – to

larger global values and shared responsibilities.

ESD – Education for Sustainable Development is an approach to teaching that helps

children understand how their actions affect the world and encourages them to think

critically, care deeply, and act responsibly. In practice, ESD means embedding

sustainability into everyday learning—through nature play, storytelling, community

involvement, and thoughtful reflection.

Circular Economy is a model of thinking and acting that encourages reducing waste and

using resources wisely. In early education, this can mean reusing materials for play,

repairing instead of discarding, and teaching children the value of caring for what we have.

It shifts the focus from “take-make-throw away” to “reuse-rethink-recycle.”

Systems Thinking: A holistic approach to problem-solving that recognizes the

interconnectedness and interdependence of elements within a whole system (e.g., how

environment, society, and economy relate).

Microplastic is tiny plastic particles (<5mm) from the breakdown of larger plastics or

intentionally added to products like cosmetics. Common sources include microbeads,

synthetic clothing fibers, and plastic debris.

Play-Based Learning: An educational approach in which children learn through

structured and unstructured play activities that foster development in multiple domains.

Experiential Learning: Learning through direct experience, often involving hands-on,

inquiry-based, or project-driven activities.

Inquiry-Based Learning: An approach that encourages children to ask questions,

investigate solutions, and construct understanding through exploration.

Free Play: Play that is child-initiated and child-directed, not structured by adults; vital for

vocabulary development, creativity, and social skills.

Multi-sensory Experiences: Activities involving more than one sense (touch, smell,

sound, sight, taste) to deepen understanding, especially of abstract concepts.

Nature-Based Learning: Outdoor education and activities that foster environmental

connection and stewardship.

Eco-literacy: Understanding ecological concepts, natural systems, and human-

environment interactions.

Environmental Stewardship: Responsible use and protection of the natural

environment through sustainable practices and behaviours.

Holistic Development: Education that considers all aspects of a child's growth,

cognitive, social, emotional, physical, moral, and creative.

Ethical Awareness: Recognizing and reflecting on moral issues like fairness, justice,

and responsibility as part of learning





ONE PAGE SUMMARY





2. TOY INDUSTRY IMPACT ON THE HUMAN HEALTH AND THE ENVIRONMENT



The toy industry plays a significant role in the lives of children, shaping their

development, play experiences, and imagination. However, beyond its benefits,

the industry also raises important concerns about children’s health and

environmental sustainability. The negative impact of the toy industry on human

health and the environment is manifested in:

the use of non-durable materials, e.g. poor-quality plastic that is not recyclable and contains hazardous substances such as phthalates, lead and bisphenol A.

large ecological and carbon footprint in the production of toys (especially those made of plastic - plastic is made from petroleum products, electricity consumption for production using non-renewable raw materials and water), air, water and soil pollution in the production of toys, generation of large amounts of waste through excessive packaging of toys.

The industry follows a "take, make, waste" model: extract oil, produce toys,

then dispose of them. Even reused toys often end up as waste, since most

aren't recyclable due to mixed materials and strict safety regulations. Europe is

trying to move away from in favour of a circular economy, which aims to extend

the life cycle of products through the use of durable, safe, recyclable materials

and through repair, sharing and reuse of items.

What's most important, the toy sector has an outsized influence: it creates a

culture of consumption and waste that spills over into other areas as kids grow

up. Toys are often the first way children experience shopping and consumption,

and thus, they set the standard for how kids interact with products and teach

them to constantly look for the next new thing. That’s why we need a

sustainable and zero-waste approach to toys, starting from the earliest years

of childhood and on into pre-school education.



GO TO THE CHAPTER





ONE PAGE SUMMARY





3. SDGS AND GREEN COMP BACKGROUND



The sustainable path of the world is set by the Sustainable Development

Goals (SDGs) - a global blueprint adopted by all United Nations Member

States in 2015 as part of the 2030 Agenda for Sustainable Development. There

are 17 interconnected goals, designed to address the world’s most pressing

challenges, ranging from poverty, inequality, and health to education, climate

change, and environmental degradation.

Another essential tool for guiding early childhood educators and kindergarten

teachers is The GreenComp, in nurturing sustainability from the earliest

stages of development. While young children may not yet grasp complex global

challenges, early childhood is a critical period for forming attitudes, values,

and behaviours that support sustainable living.

GreenComp identifies sustainability as a key competence that enables

individuals to act in favour of environmental integrity, social equity, and

economic viability. The framework outlines four interrelated competence areas:

Embodying sustainability values,

Embracing complexity in sustainability,

Envisioning sustainable futures,

Acting for sustainability.

Each area includes specific competences that help individuals think critically,

collaborate, and take informed, responsible action for sustainability in

personal, educational, and professional contexts. GreenComp supports the

European Green Deal and aligns with global efforts like the SDGs by fostering

the skills needed for a just and green transition.

GreenComp is important for kindergarten teachers for specific roles:

1. Laying the Foundation for Lifelong Sustainability Values

2. Encouraging Systems Thinking at an Age-Appropriate Level

3. Nurturing Imagination and Hope

4. Fostering Action and Participation



GO TO THE CHAPTER





ONE PAGE SUMMARY





4. SUSTAINABLE EDUCATION

Why Sustainable Education Matters in Early Childhood

Early childhood is a uniquely critical period for shaping values and habits that

last a lifetime. During this stage, children are highly receptive and open to new

ways of understanding the world. Education for Sustainable Development

(ESD) provides the foundation for lifelong environmental awareness, empathy,

and social responsibility. By integrating sustainability into daily routines, play,

and relationships, children learn about nature, fairness, cooperation, and

caring for others. ESD empowers children as capable agents of change and

aligns naturally with play-based, child-centred approaches to early education.

Benefits of ESD for Young Learners:

Cognitive Development

Socio-Emotional Growth

Environmental Awareness

Physical Development

Moral and Ethical Awareness

Effective Pedagogical Approaches for ESD

ESD is a holistic, integrated way of teaching and living. The following

approaches show how educators can embed sustainability in daily practice:

Play-based and experiential learning: inquiry projects, storytelling, creative arts, and free play that encourage curiosity and self-expression. Nature-based and outdoor education: regular walks, gardening, observing insects, and using natural materials for exploration and art. Integration across the curriculum : embed sustainability into everyday routines such as water use during handwashing, sorting recycling after meals, and mindful energy use.

Systems thinking: help children see the links between caring for nature, fairness, and wise resource use, fostering holistic perspectives. Teacher’s role: act as a facilitator, observer, and reflective guide who encourages curiosity, resilience, and open exploration rather than directing every activity.

GO TO THE CHAPTER





ONE PAGE SUMMARY





5. TOY-FREE MONTH GUIDELINES FOR IMPLEMENTATION

With an open mindset, good preparation, and teamwork, the TFM becomes a

meaningful experience for children, teachers, and families.

1. Inspiration, Shared Vision & Practical Planning

Present the TFM concept and its benefits to colleagues. Form TFM team.

Discuss vision, possible challenges and connect the initiative to the curriculum.

2. Playroom Setup: Creating an Inspiring Environment

Involve children and staff. Remove toys and explain the change to children with

care. Create inviting play areas. Ensure safety, comfort, and variety.

3. Preparing the Children: ABC of TFM



Acknowledge the change honestly and empathetically.



Build excitement through stories or mystery materials.



Co-create rules for safe, respectful play.



Trust their creativity and give them space to experiment.

Frame every discovery as a win – focus on learning, not perfection.



Make it meaningful – connect play to empathy and care for nature.



4. Preparing the Materials: Gather & Organize

Start collecting and sorting materials early with help from staff, parents, and the

local community. Focus on reuse. Quality matters more than quantity.

5. Creating Sustainable Toys

Involve children in making play materials – it builds ownership, creativity, and

problem-solving. Encourage multi-use and open-ended designs.

6. Involving Parents

Present TFM as an opportunity for children to grow socially, emotionally, and

creatively. Invite parents to actively contribute Reflect and learn together.

7. Engaging the Local Community

Connect with local artisans, organizations, or businesses. Encourage continued

collaboration so the TFM practice becomes a shared tradition.

GO TO THE CHAPTER





2. TOY INDUSTRY IMPACT ON THE HUMAN



HEALTH AND THE ENVIRONMENT





The workshops were a wonderful experience for us parents too – simple, but full of ideas.

Watching my child joyfully create something from what we’d usually throw away

was truly special. (Parent – Kindergarten Dobrna)

The toy industry plays a significant Even though many countries have

role in the lives of children, shaping regulations on toy safety, some toys,

their development, play experiences, particularly those sold through and imagination. unregulated online platforms, may not

However, beyond its benefits, the meet safety standards, putting industry also raises important children at risk.

concerns about children’s health and

environmental sustainability. Plastic or synthetic toys can also

pose physical dangers, such as:

Many mass-produced toys, especially Choking hazards from small or

inexpensive plastic ones, contain detachable parts, toxic substances that can be Sharp or fragile components that harmful to young children. Because can break and cause injury. children often explore the world Battery-related incidents, such as

through touch, taste, and close chemical burns or serious internal

interaction with toys, their exposure injuries from swallowed button

to these chemicals can be especially

high. Environmental Footprint of the

Toy Industry

Some of the most concerning

substances include:

Toys don’t just impact individual

Phthalates – used to make plastic

flexible but linked to hormone health – they also contribute to

disruption. broader environmental problems

Lead – found in some paints and through the ways they’re produced,

electronics, can cause developmental packaged, and discarded.

delays and cognitive problems.

Bisphenol A (BPA) – associated with

hormone interference and long-term

health risks.

Flame retardants – while added for

safety, these chemicals can

negatively affect brain development.

Plastic Overload

The toy industry relies heavily on plastic – over 90% of toys are made from

plastic materials, many of which are non-recyclable (World Sustainable Toy

Day, 2023). This leads to:

Plastic and microplastic pollution, especially as broken or unused toys are thrown away.

Short product lifespans, as toys often become outdated due to changing trends or children's rapid development. Growing waste volumes, since moste discarded toys end up in landfills or incinerators, contributing to the global waste crisis.

High Carbon Footprint

Toy production is resource-intensive, involving:

Oil-based plastic manufacturing,

Long-distance shipping from overseas factories, Energy-heavy processes that release significant greenhouse gas emissions.

Manufacturing the plastic for toys generates roughly 25 million tonnes of

CO ₂ annually, with an additional 20% resulting from transportation –

totalling ~26 million tonnes of CO ₂ per year (compared to fashion industry

280 billion tonnes), and around 0.8–1% of global plastic production goes

into toys (World Sustainable Toy Day, 2023).

Excessive Packaging Waste

Many toys are overpackaged in layers of plastic and cardboard. This

packaging creates large volumes of waste, often disposed of immediately,

and it is frequently non-recyclable, further polluting the environment.

Electronic Waste (E-Waste)

With the rise of digital and battery-operated toys, the toy industry is

increasingly contributing to e-waste, one of the world’s fastest-growing

waste streams. These toys often contain hazardous materials and are

difficult to recycle due to their complex components. Frequently, they end up

in landfills or poorly managed recycling facilities, where they pose health

and safety risks to both workers and local communities.

The above information confirms that the overproduction of toys has negative

consequences for the environment and human health. These impacts are

compounded by the fact that there is an enormous waste of environmental

resources (including non-renewable raw materials, oil, water, and energy)

required for the manufacture of toys that often have very short life cycles. Statistics show that kids lose interest So, is there a concept of in 25% of their toys within just one sustainable and zero waste? week. That's why still, 80% of toys

end up in landfills, incinerators, or Sustainability is the ability to meet the ocean, where they contribute to the needs of the present without

microplastic pollution (World compromising the ability of future Sustainable Toy Day, 2023). generations to meet their own needs.

It involves balancing environmental

The industry follows a "take, make, health, economic viability, and social

waste" model: extract oil, produce well-being to ensure long-term toys, then dispose of them. Even harmony between people and the

reused toys often end up as waste, planet. In practice, sustainability since most aren't recyclable due to means using resources wisely, mixed materials and strict safety reducing environmental impact, regulations. supporting fair labour, and protecting

ecosystems.

Though not the largest industry, the

In early childhood settings, this

toy sector has an outsized influence:

includes:

it creates a culture of consumption

Ecological Sustainability:

and waste that spills over into other

Minimizing environmental impact

areas as kids grow up. Toys are often

through reduced resource use,

the first way children experience

waste generation, and carbon

shopping and consumption, and thus

footprint.

they set the standard for how kids

Social Sustainability: Promoting

interact with products and teach them

community values, cooperation,

to constantly look the next new thing.

and equitable access to

opportunities and resources.

This is why we need a sustainable Economic Sustainability: and zero-waste approach to toys, Encouraging resourcefulness and

starting from the earliest years of low-cost, long-term solutions. childhood and on into pre-school

education.



“THE TOY INDUSTRY PUNCHES ABOVE ITS WEIGHT IN TERMS OF

IMPORTANCE, AND AS SUCH, WE HAVE A RESPONSIBILITY TO

THE KIDS WHO ARE OUR CUSTOMERS AND

THE FUTURE OF THE PLANET IN WHICH THEY’LL LIVE AS ADULTS.”

WORLD SUSTAINABLE TOY DAY, 2023

According to Education for The goal of zero waste is to close the Sustainable Development (ESD), loop, mimicking natural systems children should learn about where all outputs become inputs for sustainability not just theoretically, something else. but through lived experiences and

daily practices. The "5Rs" of Zero Waste – Refuse,

Zero Waste is the conservation of all Reduce, Reuse, Recycle, and Rot –

resources by means of responsible provide a simple framework for

production, consumption, reuse and kindergarten activities and policies.

recovery of products, packaging and

materials without burning, and with This guide supports educators, no discharges to land, water or air kindergarten teachers in that threaten the environment or implementing zero waste rules and

human health (Zero Waste SDGs, and allows them to acquire

International Alliance, 2018). and extend green competences in

their professional pathway.

Zero-waste means ‘no waste’ and it

appears as a new sustainability

paradigm to address the global waste



problem. Zero-waste opposes the 1

view of waste as a valueless and REFUSE unavoidable by-product at the end of

a product’s lifecycle (Zaman, 2022).



It is very closely related to circular REDUCE 2 economies, as the zero-waste

approach adopts a closed-loop

strategy in which all resources are

conserved through responsible REUSE 3 production, consumption, reuse, and

recovery. The goal is to reuse raw

materials as many times as possible

throughout a product’s life cycle,

preventing waste from being sent to RECYCLE 4 incineration or landfills and avoiding

harmful discharges to water or air

(Bogusz et al., 2021).

ROT 5





3. SDGS AND GREEN COMP BACKGROUND





We believe this is a great idea, and it's truly amazing what can be created from

recycled materials. It seems to us that our daughter found it very interesting and

explored your creations with great curiosity. (Parent – Kindergarten Dobrna)



The Sustainable Development Goals (SDGs) are a global blueprint adopted by all United Nations Member States in 2015 as part of the 2030 Agenda for Sustainable Development. There are 17 interconnected goals, designed to address the world’s most pressing challenges, ranging from poverty, inequality, and health to education, climate change, and environmental degradation.

Each SDG has specific targets (169 in total) and indicators to measure progress. These goals aim to achieve a balance among economic growth, social inclusion, and environmental protection, with a central focus on leaving no one behind. The SDGs provide a universal language and framework for governments, businesses, educators, and civil society to align efforts toward a sustainable future. GreenComp identifies sustainability as a GreenComp is important for kindergarten



key competence that enables individuals teachers for specific roles: to act in favour of environmental integrity,

social equity, and economic viability. The 1. Laying the Foundation for framework outlines four interrelated Lifelong Sustainability Values

competence areas: GreenComp emphasizes "embodying

sustainability values," which helps

Embodying sustainability values,

teachers instil respect for nature,

Embracing complexity in

empathy, care, and responsibility in

sustainability,

young learners. By integrating simple,

Envisioning sustainable futures, everyday practices like recycling, caring

Acting for sustainability. for plants, or conserving water, teachers

can foster habits and values that last a

Each area includes specific lifetime.

competences that help individuals think

critically, collaborate, and take informed, 2. Encouraging Systems responsible action for sustainability in

Thinking at an Age-Appropriate

personal, educational, and professional

contexts Level . GreenComp supports the

European Green Deal and aligns with Through "embracing complexity in

global efforts like the SDGs by fostering sustainability," GreenComp helps

the skills needed for a just and green teachers guide children to observe and

transition. understand basic relationships in nature

(e.g., how sunlight helps plants grow or

how animals depend on clean

The GreenComp is an essential tool for

environments). These experiences

guiding early childhood educators,

develop early systems thinking and

especially kindergarten teachers, in

curiosity.

nurturing sustainability from the earliest

stages of development. While young

children may not yet grasp complex 3. Nurturing Imagination and global challenges, early childhood is a Hope

critical period for forming attitudes, The competence area "envisioning values, and behaviours that support sustainable futures" supports creative



sustainable living. activities where children imagine a better

world – such as cleaner parks or happy

animals. These activities cultivate hope,

agency, and creativity, which are vital for

building a positive outlook on the future

and for developing problem-solving skills. 4. Fostering Action and 4. SUSTAINABLE





Participation EDUCATION


Under "acting for sustainability,"

GreenComp encourages young children

to take part in simple, meaningful actions, I’m really happy that the kindergarten

like planting trees, sorting waste, or encouragesplay without pre-made toys. I

turning off lights. Kindergarten teachers think my child has learned more about

can guide these actions through playful, cooperation, communication,and playing

participatory learning, helping children together during this time than ever before.

feel empowered and involved. We also do more creative activities athome

5. Supporting Teachers’ now. (Parent – Kindergarten Dobrna)

Professional Growth Sustainable development encompasses

GreenComp also provides a structured three interdependent dimensions: framework for kindergarten teachers to environmental, economic, and social.

develop their own sustainability Within the social dimension, Sustainable competences. It encourages reflective Education, or better yet, Education for

teaching, collaboration with families and Sustainable Development (ESD) plays a

communities, and the creation of crucial role by empowering individuals to sustainable learning environments both contribute actively to a more sustainable

indoors and outdoors. future. According to UNESCO, ESD is

“education that allows every human being

By applying the GreenComp framework,

to acquire the knowledge, skills, attitudes

kindergarten teachers become key

and values necessary to shape a

agents of change, helping to shape a

sustainable future” (UNESCO, 2020).

new generation that is more connected

to the environment, more socially For young children in kindergarten,

responsible, and more equipped to ESD is particularly important as it is

contribute to a sustainable future. Early both developmentally appropriate and

childhood foundational. Early childhood is a time of education, enriched with

GreenComp values, is not just about rapid brain development, social learning,

learning; it’s about living sustainability and emotional growth. It is also a time

from the very start. when children form their understanding of

the world. Research shows that



experiences during this formative period

have long-lasting effects on values and

behaviour. Integrating sustainable

education promotes essential

competencies such as critical thinking,

empathy, collaboration, and

environmental awareness that contribute

to lifelong environmentally responsible

behaviour (Pratiwi et al., 2025). Early exposure to these concepts Additionally, sustainability concepts can nurtures a generation better equipped be integrated into daily classroom

to respond to complex global activities and everyday moments challenges, including climate change, (Kahriman-Pamuk & Pramling-biodiversity loss, and social injustice. Samuelsson, 2024). Sustainable

behaviours are normalized through

ESD goals align with the United Nations' simple routines such as mindful water

Sustainable Development Goals (SDGs), use, minimizing food waste, or sorting

particularly SDG Target 4.7, which recycling. The aim is not just teaching

emphasizes improving education quality lessons about sustainability but making

to prepare learners for global challenges. sustainable practices ingrained, A core learning outcome within ESD is unconscious habits. This approach cultivating agency, the capacity for demonstrates that ESD is about shaping children to act independently and make the entire learning environment and

choices. ESD encourages children to daily practice to reflect sustainable

make informed decisions, take action, values (Sneddon & Pettit, 2024). recognize problems and search for

solutions, and make changes in their

local environment (Kahriman-Pamuk &

Pramling-Samuelsson, 2024). This

transforms children from passive

recipients of information into active

participants and decision-makers.





4.1 WHY SUSTAINABLE EDUCATION MATTERS IN EARLY CHILDHOOD




Early childhood represents a uniquely Empowering Young Children as

critical period for introducing Education Agents of Change for Sustainable Development. This stage ESD empowers children as active agents

is not just an opportune moment but a

of change, not passive recipients.

pivotal developmental window for instilling

According to the United Nations

foundational principles that will shape

Convention on the Rights of the Child,

individuals throughout their lives. children are citizens and rights holders

who should have meaningful participation

A Pivotal Stage for Lifelong in shaping their present and future in

Values sustainable ways. They are competent,

Young children are naturally curious and ready to construct their own identities and

highly impressionable, making early lives. Evidence shows that ESD should childhood a crucial period for be present in early childhood both as a cultivating environmental awareness subject of learning and as a and instilling sustainable values pedagogical approach, as even (Samuelsson, 2011). Research shows preschool-aged children can develop

that the first five years of life are a some understanding of global problems

“window of opportunity” when values, and their consequences. attitudes, and behaviours are deeply

shaped, impacting lifelong actions (Pratiwi ESD shifts the focus from protecting

et al., 2025). During this sensitive children’s innocence to empowering them

developmental phase, children's brains as capable participants in helping shape a

are highly plastic and receptive, enabling sustainable future (Pramling-Samuelsson,

them to form enduring patterns of thought 2011). Rather than shielding them from

and behaviour. Introducing sustainability complex issues, ESD allows children to

at this stage through everyday activities, engage with these topics in age-

like examining the life cycle of a plant or appropriate ways, developing critical

investigating the local environment, takes thinking, problem-solving, and agency.

advantage of children's openness to These skills are essential for future

learning. change-makers, and it’s the task of These experiences help imprint

sustainable behaviours and mindsets kindergarten educators to nurture them

likely to last a lifetime (Nian, 2024). (Collins & Garrity, 2023; Kahriman-Pamuk

& Pramling-Samuelsson, 2024).



Compatibility with Early

Childhood Pedagogies

ESD aligns naturally with play-based,

child-centred, and experiential learning

approaches familiar to kindergarten

teachers. ESD is not a standalone subject

but is integrated across all activities and

routines (Pratiwi et al., 2025).

Constructivist approaches, project-based

investigations, and storytelling all help

children grasp abstract concepts like

sustainability in hands-on, age-

appropriate ways (Collins & Garrity,

2023). ESD supports the concretization

of abstract concepts through tangible,

practical experiences, such as planting

seeds, caring for living things or exploring

the community, which is key for young

learners. It also promotes safe, inclusive

learning environments and responsive

educator–child relationships, central to

developmentally appropriate practices in

kindergarten (Chang Rundgren, 2023).





4.2 BENEFITS OF ESD FOR YOUNG LEARNERS




Integrating Education for Sustainable Activities involving collaborative play

Development into early childhood enable children to practice sharing, curricula offers several developmental cooperation, and understanding advantages for kindergarten children, others’ perspectives. These ESD spanning cognitive, socio-emotional, approaches build children’s emotional environmental, and ethical dimensions. resilience and strong interpersonal skills,

preparing them to flourish in diverse

1. Cognitive Development communities (Sharma, 2023). ESD actively promotes core 21st-century

competencies such as systems thinking,



critical thinking, and problem-solving.

Through inquiry-based learning, hands-

on activities, and collaborative

projects, children are encouraged to

explore complex issues and develop

innovative solutions (Sharma, 2023). ESD

also cultivates collaborative decision-

making and a sense of intergenerational

responsibility, future-ready skills needed

in an ever-changing world. By analysing

interconnected challenges, working

effectively in groups, and reflecting on the

long-term consequences of their choices,

young children develop adaptive thinking

abilities that go beyond traditional

academic learning of environmental

education (Collins & Garrity, 2023).



2. Socio-Emotional Growth

ESD is key in building crucial social skills,

empathy, and emotional intelligence. It

emphasizes inclusivity, human rights and

shared responsibility, helping to create

classroom environments that celebrate

diversity and promote a strong sense of

community (Pratiwi et al., 2025). 3. Environmental Awareness 4. Physical Development and By integrating ESD, children cultivate Motor Skills "eco-literacy", an understanding of Nature-based, movement-rich ESD ecological concepts, biodiversity, and activities significantly enhance children’s

interconnected natural systems. Hands- physical development. Outdoor on experiences like gardening, exploration and sensory play observing local wildlife, and exploring strengthen gross and fine motor skills,

outdoor spaces deepen both knowledge while collecting and sorting natural

and emotional connection to nature, materials, planting seeds, or creating

fostering enduring respect for the environmental art all build hand-eye environment (Sharma, 2023). Practical coordination, dexterity, and grip projects such as recycling, tree planting, precision vital for later academic tasks. and community clean-ups nurture This active engagement in nature not only environmental stewardship, reinforced by benefits children’s physical health but

positive role modelling from teachers and also fosters a meaningful connection with

classmates (Pratiwi et al., 2025). the environment, reinforcing sustainability

principles (Sharma, 2023).





5. Moral and Ethical Awareness



ESD in early childhood is a powerful tool for developing a strong ethical foundation for global citizenship. By introducing age-appropriate discussions about justice, fairness, and equity (UNESCO, 2020), and using stories that address environmental and social challenges, educators help children build moral awareness from an early age. These experiences encourage informed decision-making and compassionate contributions to their communities, instilling an enduring sense of intergenerational responsibility (Pratiwi et al., 2025).





4.3 EFFECTIVE PEDAGOGICAL APPROACHES FOR IMPLEMENTING ESD IN KINDERGARTEN





Play-based, experiential, and hands-on Multi-sensory learning, through touch, learning play lies at the heart of early sight, sound, smell, and even taste,

childhood learning, offering children with makes abstract sustainability concepts

invaluable opportunities to make sense of real. Children might: themselves and their world. ESD

Feel the textures of leaves and soil.

flourishes when integrated into active,

Smell compost or flowers.

interdisciplinary approaches such as

Listen to birds and natural sounds.

storytelling, play-based activities, and

Physically sort items for recycling.

project-based investigations (Sharma,

2023; Pratiwi et al., 2025). Free, These rich, sensory experiences help

unstructured play, supported by teachers, children internalize sustainability as

boosts vocabulary, strengthens social- something tangible (Kahriman-Pamuk &

emotional skills, and fosters creativity. As Pramling-Samuelsson, 2024). play evolves, children are challenged



cognitively and socially, preparing them

for complex problem-solving (Santer et

al., 2007).

Kindergarten educators should prioritize

hands-on activities over rote tasks, using

inquiry-based projects to spark curiosity

and innovative thinking. For example:

Gardening: Letting children plant,

observe growth, and harvest.

Art from recyclables: Creating creative

projects using waste materials.

Dramatic play: Role-playing as

community helpers focused on

sustainability.

Storytelling: Using books and oral

stories to explore topics of environmental

protection (Pratiwi et al., 2025).

Nature-Based and Outdoor Education

Outdoor play is a powerful medium for ESD, immersing children in nature and laying foundations for environmental stewardship. Engaging directly with the outdoors, such as nature walks, observing insects, collecting natural objects, etc., cultivates curiosity, wonder, and a sense of connection to the earth. In addition to developing appreciation for the natural world, these activities strengthen motor skills and coordination.

Kindergarten teachers can:

Schedule regular outdoor exploration.

Encourage observation and collection of natural objects.

Organize eco-art projects using leaves, rocks, or twigs.

Emphasize sensory experiences with natural materials.

Such approaches stimulate creativity and reinforce core sustainability values (Kahriman-Pamuk & Pramling-Samuelsson, 2024; Sharma, 2023).



Integration across All Curriculum

Areas

ESD is most effective when it is

embedded holistically into every aspect of

the curriculum and daily classroom life,

rather than treated as a stand-alone

topic. Integrate sustainability into routine

activities and discussions:

Talk about water conservation

during handwashing,

Minimize and discuss food waste

after snack time,

Sort waste for recycling and

composting (Kahriman-Pamuk &

Pramling-Samuelsson, 2024).

Adopt a “systems thinking” approach by helping children see the connections between caring for nature, fairness, and wise resource use. For example, guide them to understand how environmental, social, and economic factors are linked. Educators are key agents for this transformation, employing intentional strategies and reflective practice (UNESCO, 2020). Practical techniques include:

Using picture books and storytelling to address sustainability or fairness.

Embedding recycling and gardening in play and routines.

Posing open-ended questions (e.g., “What happens if we use too much water?”).

Facilitating group problem-solving to promote cooperation and collective responsibility

(Kahriman-Pamuk & Pramling-Samuelsson, 2024). 5. TOY-FREE MONTH





GUIDELINES FOR IMPLEMENTATION



I was really impressed with the workshop for parents, where we created things from recycled

and natural materials. I saw my child so engaged for the first time, without even realizing

he was learning. Now at home he often makes things out of boxes and tubes –

the creativity just flows. (Parent – Kindergarten Dobrna)



Toy-Free Month (TFM) is a chance to 1. Inspiration, Shared vision &

invite creativity, imagination, and Practical Planning sustainability into the playroom or

classroom. Preparation is key to creating Inform and inspire: Present the concept

a playful and meaningful experience for of TFM and its benefits to the

children, educators, and families. When kindergarten staff colleagues: cognitive implemented in a holistic, step-by-step development, socio-emotional growth,

manner, guided by openness, curiosity, environmental awareness and physical

patience, and kindness toward children, well-being, moral and ethical awareness,

TFM can have a lasting and profound and development of fine motor skill (see

impact. more in the chapter Benefits of ESD for

Young Learners).

There isn’t a single “recipe” or one right

Highlight the importance and benefits of

way to implement the TFM. There are

free, imaginative and pretend play, as

many ways to plan and implement the

well as experiential learning. When

TFM activities. What truly matters is

children explore, experience and try

connecting it to the kindergarten’s vision

things on their own, they learn more

and values and working together with

deeply. Mistakes also become an

motivated staff who is eager to implement

opportunity to learn, and asking questions

the TFM with enthusiasm, openness and

opens their minds, building creativity and

a willingness to learn. So let the flexibility

curiosity. Think about the current trends in

and courage be your guide and see the

society and your local environment (e.g.

guidelines as recommendations and

the fast pace of lives, rising levels of

ideas that you can shape and adapt to

stress, individualism, consumerism etc.)

your own situation and experiences.

and how TFM may be an opportunity to

slow down, focus on free play, develop

social and emotional skills, learn to be

present mindfully “here and now”, and

care for the nature.



You can start by thinking about and

discussing the following questions:

What do we believe in as individuals

and as a kindergarten team?

Why do we want to invest in

strengthening sustainability values?

Why do we want to implement TFM

practice (and similar projects,

initiatives) in our kindergarten? What is

the purpose? How does it connect with

the values, priorities and vision of our

kindergarten?

What are the benefits for our children,

parents/families, kindergarten staff and

the local community?

What skills and abilities do we want to

nurture in our children? What

Address the role of teachers in the TFM

knowledge or experiences should they

process and implementation. The TFM

gain? Which values do we aim to

approach encourages a shift: from

strengthen?

teachers acting as animators or leaders

What kind of play do we want to

of structured activities to teachers

encourage?

becoming guides who observe, support,

and monitor children’s learning. This can

Include staff in trial activities, such as

be challenging for some teachers at first.

creating a few DIY toys together to boost

That’s why it’s important to discuss such

interest and engagement.

challenges as a team and work together

Form the TFM team and assign roles:

with the leadership (principal, head of

Implementing activities is easier and more

kindergarten, staff manager) and/or the

effective with a supportive team. Discuss

kindergarten counselling team (e.g.

roles and responsibilities (e.g., space

psychologists, social pedagogues) to

transformation, materials coordination,

ensure support for the teachers.

family communication) and create a plan

This may include:

(at least a draft version) of the

Inviting an expert to give a lecture or

implementation (when, how long, which

workshop on observation and

groups of children).

monitoring in kindergarten,

Think about challenges: Discuss

offering intervision or supervision

concerns and potential obstacles (e.g.,

sessions,

children’s reactions, parental doubts) and

planning regular support meetings

brainstorm proactive responses and ways

where teachers can share

to overcome them.

experiences and help each other.

Connect to curricula: Link TFM with Celebrations and events existing educational goals, developmental Do we rely on disposable materials and

milestones, national standards or decorations or single-use items? teaching/learning topics. How could we shift toward reusable,

handmade, or nature-inspired

Consider and discuss various alternatives?

practices in your kindergarten: How How can we invite children and families to

sustainable are they, and how can you help us rethink our approach, making the

introduce meaningful changes that would event (even) more sustainable? further support the TFM approach?

For example: Community connections

Food and meals How do we engage with local businesses,

How do we approach daily meals? artisans, or families? Could we reduce packaging waste and Could partnerships support sustainability

serve more local/seasonal food? (e.g., sourcing leftover fabrics from a

How can we involve children in tailor, wood scraps from a carpenter, or discussions about food waste? inviting parents to share their own

sustainable practices)

Teaching and learning materials How can we take a step further in

How can we integrate more natural, promoting sustainability as a value and

recycled, and open-ended resources way of life in cooperation with the local

instead of relying mainly on shop-bought community? items?

What could we reduce or eliminate to

encourage free and imaginative play?



How do we treat used or semi-used

materials (e.g. colouring pencils, crayons,

paper)?

How can we involve children in creating

their own learning/play materials?

Waste management

How do we sort and reduce waste in our

kindergarten?

Could we set up simple recycling or

composting practices where children can

actively take part?

Energy and resources

Are lights, heating, or digital devices used

mindfully?

How could children be involved in simple

“energy-saving helpers” routines?

2. Playroom Setup: Creating an

Inspiring Environment

Change the space with care: Remove

conventional toys and explain the change

to children with empathy and clarity. This

part can be done either together with

children or in advance without their active

participation. In either case, it is important

to talk with children and prepare them for

the change.

Create zones/corners for

exploration:

E.g., you can set up areas for

building, role play, sensory

activities, nature-based materials,

and creative expression. There is

no need to redesign the entire

playroom. You can keep the

idea/concept/structure as it

usually is and just change the

toys and activities, so that they fit

the TFM approach.

Use open-ended materials – natural,

leftover or recycled (recyclable), such

as baskets of cardboard, fabric scraps,

wood pieces, buttons, leaves, paper

rolls, stones etc. It goes without saying

that all materials need to be clean, safe,

age-appropriate, and varied. Collaborate and involve others: Be

kind to yourself! There is no need to



prepare everything in advance and on



your own. You can collect and create



materials and sustainable toys together

with children, parents and kindergarten

colleagues. Also, try to keep it nice and

cosy: add some cushions or other soft,

pleasant-to-touch materials, and natural

lighting to support calm and collaborative

play.

“Playroom” in nature? For sure!

Taking children outdoors regularly, in all kinds of weather, provides invaluable opportunities for free play, exploration, and connection with the natural world. Rain, wind, or sunshine each offer unique experiences that spark curiosity, creativity, and resilience. Out in nature, children can discover textures, shapes, and living things, while learning to care for the environment (e.g., collecting leaves, observing insects, or gently handling plants). Outdoor play encourages collaboration, problem-solving, and physical activity and motor development, while nurturing respect for the world around them. By supporting children in these experiences, we help them develop a sense of responsibility, wonder, and a lifelong connection to nature.





3. Preparing the Children: ABC of TFM

Children need time, clarity, reassurance, and support when routines change. A TFM can feel exciting, but it is also something new, unconventional, and can be unsettling or unpleasant (especially for children who rely heavily on familiar, conventional toys).

Preparing them in a gradual and supportive way helps to minimize resistance and encourages openness, curiosity, and willingness to try new things. This preparation stage is not just about telling children what will happen, but about involving them in the journey from the very beginning. When children understand the “why” behind the change, when their voices are heard, and when they can contribute meaningfully, they are far more likely to embrace the experience with joy, creativity, and ownership.

You can follow the ABC of the TFM approach:





Acknowledge

Explain the TFM in simple, honest, age-appropriate language. Talk openly about the change.

“We will explore what we can create without our usual toys."

“For a while, we won’t use our usual toys. Instead, we will create new games and

adventures together!”

Use stories, puppets, drawings or games to introduce the idea. Reassure children that play, fun, curiosity, creativity, friendship will still be central. Accept all emotions and reactions. Validate them and provide emotional support. Discuss with children what could help them feel more of the pleasant emotions (e.g., excitement, curiosity, joy) or what could help them handle worry, hesitation, sadness or even anger.





Build Excitement



Try to turn anticipation into enthusiasm. Introduce the idea through a story, create a “mystery box”, a “materials museum” with unusual objects or a “makers’ corner”. Ask open-ended questions: “What could this become?”, “How can we play with this?” or “How can we use this (differently)?”

Focus on introducing small challenges to help children imagine new ways to play.



Co-create Rules and Space

Children adapt more easily when they feel informed, included, and trusted.

Empower them by making them part of the process.

Involve children in setting simple, respectful rules for sharing, using, and playing with materials and sustainable toys.

Encourage them to visualise their new space for playing and learning and invite them to participate in the creation of the TFM playroom/classroom. In this way, it is not only about announcing TFM but inviting children to co-own the process which contributes to the smoother transition and more powerful learning outcomes. Ask questions, such as: “What do we need to play kindly and safely?” or

“What do you imagine having in your new TFM playroom?”.

Let children create simple rule posters. Reinforce the idea: This is our TFM month that we create together.”





Trust Their Creativity

Children are natural inventors with boundless imagination. Often, they see possibilities in ordinary objects that adults overlook. Trusting their creativity means allowing them time, space, and freedom to explore without constant adult direction. Help them build confidence and courage to explore freely in a more unstructured and open environment, situations. Show them that their ideas are valuable and worth exploring, boosting confidence and independence.

Empower yourself in a child-centred teaching approach, where learning grows from questions, problems, or real-life scenarios rather than direct instruction and ready-made answers. Encourage children to ask questions, to be curious. Be mindful that you should respond with openness and support, inviting them to be even more curious, brave, bold, and innovative. May the brainstorming principles guide you: “No idea is bad or crazy, let’s explore in an open, curious and unlimited way.” Resist the urge to intervene too quickly when children seem “stuck.” Sometimes a pause (as well as experiencing frustration) is part of the creative and learning process. Boredom can be difficult to experience, but it can so often spark imagination, creativity, innovation, and fun. Ask open-ended questions (“What else could this be?” or “How can you use that in a new way?”) instead of offering ready-made solutions.

Celebrate interesting, unusual or “unexpected” uses of materials or toys, since these are signs of flexible, innovative thinking. Encourage creativity, “crazy” ideas and unconventional approach to play. Remember: messy, chaotic play can be just as (or even more) valuable as neat, structured outcomes.



Frame Every Discovery as a Win

Not every creation will “work,” and that’s okay. Mistakes are rich learning opportunities.

Teachers can model a growth mindset by framing challenges and experiments as successes in learning. Focus on effort, perseverance, collaboration, and courage rather than perfect results. Examples:

When a cardboard tower collapses: “You tried something new—what else could we build together?” Highlight collaboration: “You listened to each other’s ideas so well.” Reflect together: “What surprised you today? What did you discover?”

Display children’s creations, even if unfinished, to validate the process over the product. This approach teaches resilience, problem-solving, and pride in effort -skills that extend far beyond playtime.





Make it Meaningful

TFM is not just about playing without conventional toys, it’s about linking play to bigger values and real-world connections, like caring for the planet and each other. When children understand why they are doing this, their play becomes more purposeful. Making TFM meaningful ensures that children don’t just learn how to play differently, but also why it matters for their community, for relationships, and for the environment.

Examples for meaningful connections:

Connect play to sustainability: “By using these materials, we are helping the planet.”

Link to empathy, relationships, and social and emotional skills: “How can we play in a way that makes everyone feel included?”, “How did you feel when you worked together today?” or “What can we do when we feel frustrated when something doesn’t go the way we wanted?”

Encourage storytelling: invite children to give names, roles, or adventures to their creations, integrating emotional and social meaning into play. Involve reflection: “How did it feel to make something yourself?” or “What did you learn about sharing today?” or “How did you help nature today?” Create conditions for children to explore ideas, opportunities, and possibilities, helping them learn about their world, lives, and values. Encourage them to discover new ways to create, play, connect, and grow. And always remember there is no single “right” way to implement the TFM. 4. Preparing the Materials:



Gather & Organize

Start with the preparation of the concept

and key guidelines for the collection of

materials. Link it with the planned

curricula, educational goals and activities.

The idea “less is more” can be a useful

guideline to follow in this phase.

Start collecting early: Remember, there

is no need to do everything on your own.

Invite staff, families, and your local

network to contribute clean, safe, leftover

or natural items.

5. Creating Sustainable Toys:

Store creatively: General Guidelines Use labelled boxes, baskets or similar options for storage Involve children: Let them create/help to (e.g., textiles, wood pieces, nature create their own toys and games from the

treasures) to keep the space tidy and materials. It strengthens exploration,

inspiring. Include children in storing the creativity, learning, and ownership. materials in the designated spaces in the

playroom. Follow the guideline: “Less perfection,

more participation.” Imperfect toys

Quality over quantity: A few diverse made by little hands are full of meaning

materials often lead to richer play than and have benefits. Also, there is no need

an excess of options. The most important to create many toys and games,

thing to have in mind is that nothing remember: “Less is more” and “Quality

should be purchased since TFM is about over quantity” are the guiding principles.

rethinking, reusing and not replacing. Focus on free and imaginative play,

cooperation, development of social and



emotional skills, and reflection.

Moreover, think about how you can

involve children in deciding what to do

with their creations after the end of an

activity, game or an exhibition (e.g., at a

school event). Explore together how

these activities can connect and build

upon one another, creating a sense of

continuity and shared purpose.

Safety always matters: Follow all the

safety rules as you do at your work and in

your kindergarten. If materials are brought

by children, parents or others, always

check them thoroughly.

Think and foster multi-use: encourage

open-ended designs, diversity and

innovative/non-typical use of materials.

For example, a simple cardboard box can

become a bus, a house, a boat, or even a

stage backdrop for theatre plays. Let

children explore opportunities and

possibilities, encourage them to find new

ideas and ways of play. Offer concrete

ideas or directions only when truly

necessary. Be the mindful, attentive

observer who asks open questions

instead of a teacher who gives

instructions and leads structured and

goal-oriented tasks.





6. Involving Parents

Parents are important partners in

making TFM successful. Their support

helps children feel confident and

motivated, while also extending the

values of sustainability and creativity

beyond the playroom and into their

homes and everyday lives. However,

parents may sometimes feel uncertain or

sceptical, so clear communication,

transparency, and inspiration are vital.

Communication and values

Communicate clearly and early and

explain the “why”: Share the goals of

TFM (curiosity, creativity, collaboration,

care for nature, problem-solving,

improved focus, motor skills, sustainability

and eco-conscious thinking) rather than

focusing only on removing toys.



Use simple, relatable language: Instead

of focusing only on general educational

goals and abstract educational and

sustainability terms, connect TFM to

things that parents already value, care

about. This may vary since parents are a

diverse group, but in general you can

focus on:

Creativity and future skills:

Unstructured play develops resilience,

flexibility, and problem-solving,



preparing children for school and life.



Eco-consciousness: TFM reduces



waste, avoids consumerism, and

teaches children to care for the

planet.

Well-being and relationships: Toy-

free play fosters social and emotional

skills, teamwork, and better peer

relationships. Sample messages for parents: Prepare answers for the questions you

Children will learn to play together, expect to hear from parents, e. g.:

cooperate and use their imagination Will my child miss their toys?

and creativity. How will you handle unpleasant

This helps them learn through emotions of children?

challenges and they can become How safe is it to bring these materials

resourceful and confident problem- into the playroom?

solvers.

We’re supporting environmental

awareness in playful and meaningful

ways.

Approach parents with openness and

empathy. Both, children and parents,

need reassurance. Acknowledge their

concerns, listen actively, and frame TFM

as a partnership and an adventure they

and their children can share.

Address common concerns upfront:

Prepare for possible questions and

reluctant behaviour. Give them space and

time to think about the TFM and create a

safe atmosphere where parents can

share their concerns.





Explain the process and emphasize that Organize a parent-teacher meeting

children will be supported, safe, and (or individual “conversational engaged. Share good and successful minutes”) to invite parents to reflect

outcomes of other similar activities, on their children. Ask questions such

programs or practices from your own or as: “What do you hope your child will other kindergartens (see also chapters 6 learn?”, “What are your child’s

and 7 – presentation of the TFM practice strengths and virtues, and in which

in kindergartens in Slovenia and Austria). areas could they grow further?”.

Use these reflections to highlight the

Be creative in informing parents: value of observing children during

Organize interactive sessions or DIY open-ended play, and emphasize the

workshops where children and importance of the learning process, parents create toys together from effort, and creativity rather than

scratch. focusing only on outcomes.

Send a friendly letter or invitation to Encourage discussions about how

join TFM, crafted together with children learn through problem-

children. solving, experimentation, working

Encourage parents to view TFM as an with others, and learning from

opportunity to share learning, mistakes.

creativity, and fun with their children.

Consider possible ways to encourage

parents to embrace the TFM approach

and sustainability practices, not only

within the kindergarten, but also at home

and in their everyday lives.

Inspiration

Inspire parents to contribute, as they

are more likely to support TFM if they

feel involved rather than excluded.

Teachers have different ways of

working with parents, so choose the

approach that best suits you and the

parents of children from your group. Be

courageous to try something new or

interesting, but make sure that you feel

safe and confident with the approach

you choose.

Invite parents to collect safe leftover

materials (cardboard, fabric, jars, Sharing the process and celebrating natural items). Present this as an “small wins” together opportunity to upcycle rather than Keep parents informed about the TFM

throwing things away. practice:

Provide weekly updates: Share

If possible, organise story-sharing photos, short videos, or a “toy-free

events: Invite parents to share diary” highlighting what children childhood games they played without have created and learned. toys (e.g., jump rope, hide-and-seek, Celebrate progress visually: Set

homemade dolls). This connects the up a display board like a “Wall of

TFM idea with parents’ pleasant TFM Creativity” at drop-off/pick-up emotions, memories or nostalgia, while or prepare small TFM-themed gifts

offering children the opportunity to learn for parents together with the and connect with their parents children.

differently. You can include TFM ideas,

activities and DIY toy-making This way, parents can see and workshops in the regular parent-teacher appreciate how children are exploring,

meetings, conferences or events (e.g., creating, and thriving through toy- free

Christmas bazaar). play. E.g., you can prepare weekly

updates (send photos, short videos or a



toy-free diary showing what children



created and learned) and celebrate

progress (create a display board such

as “Wall of TFM creativity” to show how

children are engaging in toy-free play

that parents can see at drop-off/pick-up,

prepare TFM gifts for parents together

with children). Encourage parents to reflect on TFM 7. Engaging the Local with children, invite them to ask their Community child:

What did you create/invent today? Use TFM as an opportunity to connect

Who did you play with? with your local community and to build

What was the most long-term, meaningful relationships, not

interesting/curious/new/fun part of only with parents and families of the

your day? children, but also with other individuals

and local organisations.

Think about a parent-child play day:

Host a morning or afternoon where Reach out to the community: Seek for parents join their children in toy-free play, partners – ask local businesses, experiencing the fun and creativity first- craftspeople, or environmental groups for

hand. leftover materials or invite them to present

their work and efforts toward a more

Organize a closing event or exhibition sustainable future or lead a short

at the end of TFM. It can be a small “Toy- workshop for children, parents or Free Fair” where children showcase their kindergarten staff. creations and games, play with parents in

a way that they guide the process etc. Organize a TFM event for the local

Invite parents and the local community as community: Host an event where you well (if possible). celebrate the TFM idea and principles.

Prepare an exhibition of children's



creations, demonstration of TFM activities

and play, DIY workshops for the creation

of sustainable toys.

Build partnerships: Find partner

organisations and companies who

support sustainability goals and are

willing to contribute meaningfully to the

education of children. Think about making

such events a tradition – encourage local

stakeholders to see this as a yearly



opportunity for awareness and

connection. 6. TOY-FREE MONTH IN KINDERGARTEN





DOBRNA (SLOVENIA)



We put cardboard tubes on a chair and dropped little stones and cones through them. We

competed to see which one goes down faster. It was so much fun!

(A child from Kindergarten Dobrna)

6.1 TOY-FREE MONTH AT KINDERGARTEN DOBRNA

Gašper Žagar, Assistant Principal for Kindergarten Dobrna

At Kindergarten Dobrna we have

In today’s world, where children are

been implementing the Toy-Free

increasingly surrounded by pre-

Month every April for several

structured or catalogue-bought

consecutive years, as part of a

plastic toys, digital devices and

broader effort to promote creativity,

flashing screens, experts are

independence, and intrinsic

increasingly asking: What happens if

motivation in children. The TFM is

we take away conventional toys from

based on modern pedagogical

children for a certain time? We also

concepts that highlight the

wanted something different for our

importance of symbolic play, free

kindergarten. Something more

choice, intrinsic motivation, and

authentic, something that would give

independent learning (Piaget,

children the chance to once again

Vygotsky, Montessori, Pikler). Using

become what they truly are: creative,

unstructured materials creates an

curious, and full of imagination.

open, developmentally stimulating

environment where the child is a

That’s why we decided to carry out

co-creator of activities and the

the Toy-Free Month (TFM), a

educator takes on the role of

pedagogical practice based on the

facilitator and observer.

idea that children develop the most

creativity and social potential



when they are required to create



play on their own, without pre-made

materials. And let me tell you, this

wasn’t just a pedagogical decision. It

was a decision of the heart, a

courageous step outside our comfort

zone. A decision to trust our children,

and a reflection on what truly matters

in early childhood education. April, the month we chose for the Every day, the children brought new

project, was perfect because of its ideas, leaves, twigs, cloth, and boxes

awakening nature. It inspires were transformed into whole new simplicity and an authentic worlds. The outdoor environment and experience of the world around us, our local community became our

offering many opportunities to teachers and co-creators. Exhibitions, connect with the outdoors. Warmer events and collaborations showed

days and blossoming nature provided that a kindergarten can be the true children with additional stimuli: heart of a community, a place of natural materials, outdoor activities, connection across generations. and numerous opportunities for

experiential play in the forest, park, Community Engagement or kindergarten playground. Our staff believes in the power of Moreover, April coincides with many connecting with the local environmental and cultural days community. That’s why we extended (Earth Day, Book Week, Health Day), the Toy- Free Month beyond the walls

aligning perfectly with our emphasis of our playrooms and shared it

on minimalism, sustainable thinking, through exhibitions, events, and and community culture. collaborations with local associations

and individuals.

When I first watched children in a

nearly empty playroom exploring The Dobrna Beekeeping boxes, cloth, natural materials, and Association enabled presentation

“junk,” I asked myself: Do we really about bees and the creation of

need all those materials? Within just traditional bee panels from scrap

a few days, the children learned to wood, which the children cooperate, communicate, invent their decorated using natural dyes.

own rules, and even create their own With the Tourist Association

toys. The teachers became gentle Dobrna, we landscaped the facilitators, observers. Everything kindergarten’s surroundings and

slowed down. It deepened. planted a linden tree – a symbol

of connection, growth, and



sustainability – at the entrance.

Children's creations from

unstructured materials, enriched

with their descriptions, were

exhibited in the local library and

Tourist Association premises.

A local beekeeper visited to We also shared the project in local

explain the role of bees and media, the municipal newsletter, and

demonstrate beekeeping online platforms. In the future, we

equipment, linking this to the plan to exchange experiences with

symbolism of the linden tree and other kindergartens in Slovenia and

ecological awareness. beyond.

At a family event, children and

parents worked together in

playrooms to create items from

unstructured materials. Some

were taken home, while others

were displayed in the

kindergarten lobby.

The lobby became an exhibition

space – in addition to children’s

works, we also displayed didactic

games made by our professional

staff.

We linked the TFM with the

parallel project Cultural Heritage

of Dobrna – each class created its

own cultural corner using

unstructured materials. Playroom



facades represented historic



buildings in Dobrna, such as

mansions, mills, old hotels, and

the spa. Children thus explored

local history and demonstrated

what imagination and recycled

materials can achieve.

In cooperation with the Blažiš

Antique Collection and Mr.

Polenek’s House of Cultural

Heritage, children discovered

what life was like in the past and

how children used to play without

modern toys.

Personal Experience

As the Assistant Principal for

Additionally, the study visit of

Kindergarten Dobrna, I became more

international partners and learning-

deeply involved with the Toy-Free

teaching activity held in April 2025

Month through the Erasmus+ project

hosted in our kindergarten in the

Toy-Free Month: Cultivating Creativity

scope of Erasmus+ project was truly

and Sustainability in Young Learners.

useful and inspiring. It showed that

For me, this project was a turning

kindergartens can be innovators in

point. Not only as a headteacher, but

education, if the staff dares to be

also as an educator and as a person,

different, trust children, and value the

I began to see childhood, play, and

process over the outcome. Our

the role of the kindergarten in a

international guests were impressed

different light.

by the TFM implementation, the

exhibitions, the reflective practices of

I realized that sometimes the

our staff, and the integration of

greatest gift we can give a child is

cultural heritage and play in the

a space with no instructions,

natural environment. The project went

where they are free to imagine the

beyond play; it became a model of

world in their own way. It was a new

best practice in collaboration,

and enriching experience that

innovation, and intergenerational

strengthened me professionally. I was

connection.

inspired by how children responded

to the new environment, how This project opened doors for future educators embraced the role of

cooperation, exchange of practices,

observers and co-creators, and how

and joint efforts toward higher-

the entire community supported the

quality early childhood education.

idea of open-ended play. That’s why I can say that I am

extremely proud of this TFM practice



and project, not only because of its



success, but also because of the

courage and openness of our entire

team. I’m proud of the team that

embraced the challenge, of the

children who amazed us with their

creativity, and of the parents and

community whose support showed

that a kindergarten is not just an

educational institution, but a hub of

local life. The Toy-Free Month project at Toy-Free Month is not just a project.

Kindergarten Dobrna proves that It’s a journey that changes children don’t need a multitude of children, educators and families

toys for quality play. They mainly alike. And if, as a kindergarten need time, space, a safe leader, you're looking to do environment, and adults who trust something truly meaningful for your

them. Through play without structured team and the children – you won’t

tools, imagination, cooperation, regret choosing this path. independence, and intrinsic

motivation are strengthened – values



that are foundational for healthy

psychosocial development. We can

proudly say that April 2025 was a

month of wealth in our kindergarten,

not material wealth, but human,

creative, and communal.





So, I sincerely encourage you to

try the TFM practice. At first, it may

feel unusual and you might wonder

how the children will respond. But

believe me: their response will move

you. You’ll discover just how capable

children are when given freedom.

How creative they can be with

nothing but imagination, and how

wonderfully a kindergarten can

become a hub of community life when

it opens itself to the world around it. 6.2 TOY-FREE MONTH IN THE FIRST AGE GROUP (1-2 YEARS)





Irena Cesar, Kindergarten teacher, Kindergarten Dobrna



Summary Introduction

The Toy-Free Month project can be Any object a child transforms into a

implemented successfully even with plaything during play can become a

the youngest age group. In fact, it toy. A child’s body parts are their first

may even be easier than with older toys, followed by nearby objects. As

children due to the natural curiosity the child’s play develops, toys and sense of wonder young children become more structured. have, along with their joy in For the youngest children, toys made exploration. Even just a single box from natural and waste materials

offers the group countless (paper, plastic packaging, reusable opportunities for play, movement, and materials) are particularly sensory discovery – literally with all meaningful because they: their senses. Sensory perception is encourage imagination, foundational and crucial for spark creativity,

understanding the world, especially arouse curiosity, in early childhood. are simple and adaptable for

various uses, further promoting

This project provides children with development, the chance to step outside the offer safe and engaging usual boundaries and discover experiences, new ways to play and create. At the stimulate the senses, same time, it reveals to adults how teach cause-and-effect rich and fascinating a child's world relationships, can be if only we give them the space improve motor skills, and time for imagination. And with foster fine motor development, proper preparation, children will not introduce mathematical concepts,

miss commercial toys. Although the enhance spatial orientation, youngest children may not yet grasp expand vocabulary, concepts such as recycling, caring improve concentration, for the planet, or reducing waste, strengthen self-image and self-

they can begin to internalize these confidence. values through play with non-

traditional materials. Through

personal experience and exploration,

children learn that play depends not

on objects but on their own curiosity

and imagination.



STEP BY STEP – WEEKLY THEMES, DAILY ACTIVITY PLANNING AND EXAMPLES OF ACTIVITIES





WEEK 1

Day 1: REMOVAL OF COMMERCIAL TOYS FROM THE PLAYROOM Children help remove the usual toys and store them in a designated area, promoting responsibility and order. Toys are cleaned and disinfected for future safe use. An ecological corner is set up with simple, illustrative photos depicting themes like ecology, waste, and recycling. Children explore and name elements in this corner, boosting environmental awareness.

Days 2–5: COLLECTING MATERIALS & SETTING UP NEW CORNERS Parents are informed about the collection of materials via email and with a notice on the bulletin board in front of the playroom. Educators prepare materials in advance for varied activities. Collected waste and natural materials are sorted into boxes and organized in play corners to ensure easy access. Toys are made with children during activities, or we make them during rest times. Educators observe spontaneous play, with a special role in guiding young children, who need safety, acceptance, and support.



Playroom corners include:

Kitchen Corner: Equipped with food

packaging, safe utensils, and visual

materials for symbolic cooking play.

Sensory Corner: Features sensory

bottles (with water, oil, glitter, seeds,

sand) to calm, entertain, and develop

focus and sensory awareness.

Construction Corner: Includes

boxes, tubes, reels, and blocks for

creative building and imaginative use.

Book & Puppet Corner: Offers

books, picture stories, children’s

magazines, and puppets to promote

language, storytelling, and social

interaction. Activities include naming

materials, story hours, and logical

sequencing games. During this week, focus is placed on language and social development. Children explore new materials independently. Educators observe and guide usage. It’s important to note that young children often explore using their mouths and hands, so items may get damaged, which is something to accept.

Children’s Reactions to the Toy Removal: Young children easily engage with unstructured materials, drawn to varied textures and shapes. These provoke more imagination and creativity than standard toys. Increased cooperation, verbal interaction, and deeper, more meaningful play are observed.





WEEK 2

PLANNING VARIED PHYSICAL ACTIVITIES

The focus shifts to movement and motor development. Activities indoors and outdoors emphasize solving motor challenges independently. Planning with only recycled materials is more difficult due to safety concerns. Materials must be stable, non-sharp, and safe for climbing, jumping, and similar tasks. Soft, sturdy, and large items are prioritized. Sometimes basic sports props are added to ensure quality and safety.





Popular activities:



Inserting rolls into box holes to improve grip and coordination,



Elastic bands for obstacle challenges, Sensory pads for tossing and targeting, Large



tunnel for crawling,



Movement dice for animal motions, yoga, colour hunting,

Balance games using boxes (e.g “bear walk”), pads on heads, walking lines.

These games offer movement, cooperation, and joyful space and material exploration. WEEK 3



FOCUS ON SENSORY EXPERIENCES

The third week highlights nature through

the senses and art, which are

intertwined. Children explore natural

materials by touching, smelling, observing,

and comparing textures like bark, moss,

and leaves, indoors and outside.

Activities include:

Sensory boxes and paths,

Sorting natural items,

Mystery boxes for touch-based

discovery,

Nature walks.

These encourage curiosity, focus, and

respect for living and non-living nature.



In art, children express themselves through:

Sculpting and kneading wax and salt dough,

Printing with textured recycled items,

Creating paper collages (enhancing creativity, motor skills, and composition).



In music, they sing children's songs with homemade instruments (e.g., rattles and sticks), developing hearing, rhythm, and joy of group music-making. Children discover that sensory bottles can make music.



In dance, children use scarves to express emotions and move with music, enhancing spatial awareness and connection with others.





In drama, they role-play



with handmade puppets,



enriching vocabulary,

imagination, and

interpersonal relationships.

WEEK 4

USE OF DIDACTIC TOYS

This week focuses on mathematics and fine motor development.

Activities:

Sorting materials by colour,

comparing quantities,

Matching objects with dots in a “Turtle Game”,

Memory games for visual recall.

To link math with fine motor skills:

Filling cardboard rolls with corn to create a tree canopy (precision and

persistence), Filling bottles and containers with cones, stones, or nuts,

Inserting pompoms into egg cartons in “Help the Bees Fill the Hive with Pollen”.





All activities are safe, engaging, and



designed to develop counting,



comparison, and hand coordination in a

playful, natural way.

We try to hold as many activities as

possible outdoors, transitioning them

from the playroom to the playground.

Young children need repetition, so space

changes add interest and variety. Thus,

playing with recycled materials becomes

even more creative and rich.

THE EDUCATOR'S CREATIVITY IN USING RECYCLED AND NATURAL



MATERIALS IS CRUCIAL.



Creativity helps recognize the potential for play and learning in ordinary or discarded objects. Instead of relying on purchased and high- structured toys, educators use cardboard, fabric, bottles, buttons, pinecones etc. to create developmental tools that are both interesting and stimulating for children. This nurtures not only the environment but also children’s imagination, resourcefulness, and ability to see the world differently – promoting sustainability and showing that new isn’t always necessary. All it takes is an open mind and a bit of imagination.



My Personal Opinion about the Project

I support and implement the practice of Toy-Free Month because it brings children closer to the essence of play – imagination, exploration, and connection. Through this approach, I’ve seen how children, especially in the first age group, naturally gravitate toward open-ended materials that stimulate their senses and creativity. Without the structure and expectation of commercial toys, their play becomes richer, more cooperative, and more meaningful.

What I’ve learned from this experience is that children don’t need complex or expensive toys to be engaged or to develop key skills. In fact, with fewer distractions and more natural, waste or recycled materials, they show greater curiosity, persistence, and inventiveness. They find joy in simple objects – a cardboard box becomes a tunnel, a kitchen or a drum. Their communication, problem-solving, and social interactions also grow in surprising ways.

This practice has also deepened my role as an educator. It challenges me to be more intentional and creative in designing the environment and activities. It reminds me to observe more, intervene less, and trust in the child’s ability to lead their own learning journey.

I recommend this approach to other teachers because it fosters sustainability, creativity, and a deeper understanding of child development. It reduces dependence on consumer goods and encourages a mindset of resourcefulness and environmental awareness both for educators and children from an early age. Most importantly, it brings back the magic of childhood where anything can be something, and every day offers a new adventure in learning through play.





6.3 TOY-FREE MONTH IN THE AGE GROUP 5-6 YEARS




Mojca Krajšek, Kindergarten teacher, Kindergarten Dobrna



Summary



The Toy-Free Month project has been



carried out for more than 10 years on a

whole-kindergarten level. It started with

activities related to Earth protection and

later expanded to ecology and

sustainability. Over the years, we noticed

that children increasingly played less with

natural materials and showed a decline in

creativity and imagination. In modern

educational environments, symbolic and

social play is becoming less frequent.

Children are less likely to engage

spontaneously in cooperative play and

show reduced imaginative thinking and

creative expression.

One of the main contributing factors is

the dominant use of industrially made

functionally limited toys. These toys are

often single purpose, based on

predetermined use scenarios, and do not

allow for open-ended exploration, By removing industrial and commercial toys improvisation, or assuming different from the playroom, children are encouraged

social roles. As a result, children’s play to explore, create, and learn using natural

tends to revolve around repeating fixed and recycled materials. The project helps patterns, which hinders the development children understand the importance of

of divergent thinking, symbolic play, and sustainability, waste reduction, and social skills – all essential for holistic recycling through hands-on learning and

development. imaginative play. Duration: 1 month with daily activities and weekly themes.

Learning objectives:

To encourage children to use

creativity in making toys and play with

objects from natural and recycled

materials.

To develop problem-solving skills

through creating and playing with

non-traditional materials.

Establish habits of reducing, reusing,

and recycling in daily life.

To strengthen social interactions and

teamwork among children through

group projects and play.

To provide sensory experiences using

a variety of natural materials.

Materials:

Recycled materials (cardboard,

plastic bottles, buttons, fabric scraps)

Natural materials (sticks, leaves,

stones, seeds)

Art supplies Visual aids Sorting

containers

Basic tools (hammers, nails, string)

Gardening tools (seeds, soil, pots)

Storytelling books and puppets



Benefits of play with unstructured,



waste, and natural materials:



Encourages creativity and imagination.

Develops problem-solving and critical

thinking.

Stimulates sensory and motor

development.

Strengthens social skills and

collaboration.

Supports sustainable thinking.

Fosters intrinsic motivation and

prolonged engagement in play.

Promotes symbolic play and role-taking. STEP BY STEP – WEEKLY THEMES, DAILY ACTIVITY PLANNING AND EXAMPLES OF ACTIVITIES



This is just one example of how Toy-Free Month can be implemented. Adapt it to your own group based on your children’s needs and abilities. Collaborate with the children and allow them to guide the process. This increases motivation and active participation. Your role is to observe and support their exploration.





ACTIVITIES BEFORE THE PROJECT BEGINS



Planning Activities: Preparing the Playroom:

Educational teams within each group. Talk with the children about what

Professional team for the older age Toy-Free Month means and why it’s

group. important.

Whole kindergarten teaching staff. Clean and store away all the usual

toys together with children.

Collecting Materials: Clean and prepare the room for new

Informative letter to parents. Whole materials.

kindergarten teaching staff.

Conversation with children; ask them



to bring recycled, natural and waste

materials from home. Collaboration

with local companies that produce

useful waste (e.g., printers, shops,

tailors).

Material Preparation:

Workshops for parents (e.g., making

games, puppets).

Workshops for grandparents.

Teachers pre-sort and prepare

materials.



WEEK 1

DAY 1: INTRODUCTION

Show videos and pictures about

waste, recycling, and sustainability.

Discuss what children already know

and build the knowledge from the

known to the unknown.

Read books or perform a story-based

puppet show related to ecology.

Explain the goals and planned

activities for the whole month.



DAYS 2-5: PLAYROOM PREPARATION

Organize materials by category for

easier access.

Set up role-play corners with the

children.

Let children handle and explore

various materials.

Introduce the concept of waste

separation, recycling, and reuse.

Create sensory paths using available

materials.





WEEK 2

CREATING AND EXPLORING

Start from children’s wishes – which games they miss and how they could make them. Encourage them to create their favorite toys from the collected materials. Offer support and guidance as they explore different construction methods. Children make artworks from natural and recycled materials.





WEEK 3

DIDACTIC GAMES AND LEARNING TOOLS

Introduce educational games made from recycled materials (e.g., sorting games,

matching games, memory).

Use games to teach numbers, shapes, and colours.

Create learning tools that raise awareness of sustainability and ecology.





WEEK 4

EXPLORING NATURE AND OUTDOOR PLAY

Explore nature.

Read books/e-books or use puppets for storytelling on environmental themes.

Learn about the life cycles of animals and plants.

Visit an ecological waste collection site.





CONCLUSION

Sort the materials and dispose of them properly.

Store the materials that can still be reused.

Set up an exhibition of children’s artwork.

Children take some of their creations home.

Inform parents.

Prepare the playroom for the new month.





CORE AREAS OF ACTIVITY


Language: Encouraging moral and ethical expression, as well as the development of non-verbal communication.

Mathematics: Developing logical thinking, classification, and pattern recognition. Art: Using a variety of techniques and materials to foster creativity and artistic expression. Nature: Promoting a respectful attitude toward living and non-living nature and understanding the importance of waste and recycling. Movement: Raising body awareness, encouraging relaxed movement, and developing motor skills.

Society: Fostering cooperation, safe behaviour, and understanding the functioning of a community.



My Personal Opinion about the Project

I have been implementing this project for many years. I was part of the team that grew alongside the idea. Personally, sustainability and ecology are closely aligned with my life philosophy, which is why this topic has also become very dear to me professionally. I admit that in the beginning, it was quite a challenge to bring the topic closer to children and to parents. The key is to start from the children – their wishes, interests, and ideas. Only then do they become active participants, eager to explore, discover, and play. All these small steps are leading them into the big world – and we are here to guide them. That, after all, is our mission.





Parents’ Opinion on the Toy-Free Month Project “As a mother of a child attending Kindergarten Dobrna, I am truly impressed with the Toy-Free Month project. I find it extremely innovative and very relevant for today’s world. My son comes home full of enthusiasm, sharing stories about all the exciting activities they’ve been doing at kindergarten – how they’ve been making toys together, exploring nature, and creating things from materials that would otherwise be thrown away. The project hasn’t only influenced him, but our whole family as well.



At home, we’ve started separating waste more diligently, as our son now reminds us how important it is for the environment. He also frequently suggests ideas for how we could reuse certain waste materials – for example, turning packaging into storage boxes or making puppets from old fabric scraps. I love that this project encourages imagination, creativity, and at the same time strengthens environmental awareness from an early age. In my opinion, activities like this are essential for shaping responsible and thoughtful individuals. My sincere compliments to the entire kindergarten team for such an excellent implementation!”





“The Toy-Free Month project is fresh, imaginative, and pedagogically very powerful. I really appreciate that the teachers are finding new ways to encourage children to think creatively and to develop a responsible attitude toward the environment. My daughter often reminds me of what we can do for our planet – from separating waste properly to reducing unnecessary consumption. We’ve had to double-check our recycling routine more than once, because she now knows exactly where everything belongs. What fascinated me most was when she showed me some of the games, they played outdoors using natural materials. She even taught me how pinecones, pebbles, or sticks can be turned into a fun game – and she clearly enjoyed every moment of it. For me, the greatest sign of the project’s success is that children bring these values home and start applying them in everyday life. Thank you to everyone involved in this project for making such a strong impact – not only on the children, but on us parents as well.”

Children’s feedback

“I liked it when we could hammer and drive nails like Dad at home.”

“I liked it when Andrej and I made a real car, and the teacher allowed us to race around the playground.”

“We all have to take care of the Earth, so it doesn't get sick, because I don't like to get sick either.”





7. TOY-FREE MONTH IN SCHMETTERLING

KINDERGARTEN (AUSTRIA)



The best part was that we came up with everything ourselves. Every day we played different

games. And we built a house out of boxes. (A child from Kindergarten Dobrna)



Elvira Lhotka, location manager

Information about kindergarten Another motivation for this project

Bilingual Private Kindergarten was the summer period, during which

Schmetterling Dornbach (Vienna) we needed to support the children

2 toddler groups with 15 children and prepare the space and concept

each, aged 1-3 years, for the upcoming kindergarten year.

1 family group with 20 children, We planned to spend 8 weeks with

aged 2-6 years, the children in a toy-free period,

1 kindergarten group with 25 giving them space for creativity and

children, aged 3-6 years, social interaction and to prepare

15 staff members caring for the together for the upcoming year. We

75 entrusted children. wanted the children to consciously

conclude the kindergarten year

and then welcome the new year in

Starting Point & Motivation a jointly prepared environment.

In the summer of 2023, we observed



that the children were handling toys



and various materials for play in the



groups quite carelessly. Many were



broken, and some books could no

longer be used or repaired. As an

association, Schmetterling works on

themes related to the Austrian

Environmental Label, and we have

set ourselves the goal of gradually

becoming more mindful and

sustainable in our interaction with the

environment and available resources.

This was a key reason for deciding

on the toy-free kindergarten.

Goals & Competencies Preparation

The goals we set for the toy-free After deciding to implement the “Toy-

period were: Free Kindergarten” project, we

Promoting creativity, informed the parents about the idea

Recognising that joy in the activity and the plan at the September 2023

does not require purchased toys, parent evening.

Developing own ideas without

constant adult guidance, In June 2024, we sent an email to

Improving communication, as parents requesting assistance to

non-prefabricated play and open- bring open-ended materials such as

ended materials require more cardboard, sticks, lids, cardboard

engagement with others than tubes, etc.

games with predefined purpose

and rules, One week before the start, we asked

Enduring boredom and the children about their ideas

experiencing that something new regarding the toy-free kindergarten

can emerge from boredom, during the daily morning circle.

Consciously concluding the

kindergarten year and beginning In early July 2024, we began

the new one. cleaning and repairing the toys with

the children, then moved them to our

auxiliary building. Different

The competencies of children to be approaches were taken, for example,

developed and strengthened include: one group packed all toys into boxes

Learning to create and implement and “shipped” them to different

their own ideas. regions (the moon, Mount Everest,

Learning to invent games with etc.), while another group

other children. democratically selected materials

Having diverse experiences with from a play area daily.

creative materials (paint,



cardboard, sticks, clay, etc.).

Experiencing that it takes time

and patience for things to develop

(process-oriented work).

Being creatively active without

adult guidance (and realising that

this is possible).

Implementation

In the following weeks, children Some parents were also initially

played with open-ended materials sceptical. Therefore, we documented

such as blankets, creative supplies, the process in the entrance area

cloths, strings, natural materials, and posted notices in the

cardboard, yoghurt containers, water, respective group rooms. plastic bottles, etc. Additionally, the

groups went on more outings into Conclusion nature and the nearby environment. At the end of August, the toys that

were removed at the beginning of the

Perhaps most noticeably, many toy-free practice were collectively children began to realise, often for returned to the groups. The children

the first time, that there were far discussed where they will place and

more materials and art supplies store these toys in their playroom for

available than they initially thought. future use. The children were then

As one boy put it: I didn’t know we asked how they wanted to celebrate

had beads. the conclusion. It was decided to

have a farewell ice cream party with

They created colourful potions and homemade ice cream. figures from clay, built marble runs

from cardboard, made pirate islands, Finally, parents were surveyed via

hiding houses, crawling tunnels, etc. email about their impressions of the

Cardboard was used to try out project.

different painting techniques, with

some children sitting inside the boxes

Reflection

to decorate from within. Towers were

Our goals were achieved. We

built from caps and stones using

observed that the children were

ladders.

more creative during the toy-free

kindergarten period and that social

In preparation for the upcoming

interactions improved due to the

kindergarten year, we assembled

many negotiation processes.

furniture together, where children

learned that it requires a certain

The educators found it easier to

sequence and patience. They also

observe when the focus was entirely

learned how to handle tools like Allen

on the children rather than on the

keys and screwdrivers.

activities offered. There were more

discussions among the educators,

It was important to us that children

and the reflection on the processes

could create and implement as many

during this time was viewed positively

ideas as possible, which was

by everyone. We were satisfied that

challenging for some staff and

everything went well, as we planned.

children at first.

What have we learned?

Settling-in processes during this period are somewhat more challenging. Children who are used to being guided and encouraged at home need more time to develop into independent, self-initiated play. As educators, it becomes easier to observe what occupies the children. At the same time, it is unfamiliar to step back from an active role and adopt a supportive, observing role.

Young children need a bit more input from adults (which surprised us somewhat).

Children’s feedback

“We crafted with wood, which we don’t do very often. I built something cool – a flip phone!”

“I made pizza out of foil and cardboard.”

“I built a house out of cardboard, and now I live in it.”



Feedback from the parents



"My son usually doesn’t find painting and drawing very exciting at home. But in summer, he often had a drawer full of new drawings. He also did much more crafting. His favourite activity was role-playing, and there was plenty of space for that now. Although a long kindergarten day is often difficult for him and he’s usually happy when he’s picked up, he didn’t want to leave early or stop playing."



"We are absolutely thrilled. Our child is naturally very creative, but thanks to this initiative, he has been nonstop crafting, recycling, and tinkering all summer. In the afternoons, he just wants to set up a Tonie and cut and glue. Now, no paper scraps are allowed in the trash because there’s always a use for them. So, a big success – we’d love to do it again!"

"Incredible how much pride our son takes in bringing home handmade crafts, boundless imagination, and the right use of materials. We also continue this idea at home by making things from improvised materials. At first, we were worried that our son would refuse to go to kindergarten without toys, but in the end, he was simply delighted. And although there’s naturally a problem with where to store the crafts, since you can’t throw away anything – not even small notes (because they’re crystals or money) – the child is now always busy with useful things when he’s bored. So, thank you very much for this experience!" Conclusion and outlook

During the toy-free kindergarten period, a lot of development occurred among children. They worked a lot and showed great perseverance and creativity in expressing themselves in different ways. We adults also experienced some learning processes. On one hand, we sharpened our observation skills due to the removal of the animator role. Our meetings became more valuable through exchange and discussions about the challenges and impressions that arose. On the other hand, we also got to know ourselves better by reflecting on how we personally felt in our roles as supporters and observers.

Overall, we can say that we all grew through this project – both socially and emotionally, and in our creativity. It became clear how much children can focus and engage when stimuli are reduced and when they have time to pursue their own ideas at their own pace.

Therefore, in summer 2025, we have built on the experiences from the first toy-free period and integrated the toy-free kindergarten into our pedagogical concept. In exchange with teachers and experts who participated in the international training in Slovenia in April 2025, in the scope of the Erasmus+ project Toy-Free Month: Cultivating Creativity and Sustainability in Young Learners, many great sustainable ideas were presented. As a result, there will be a permanent building block construction area in the multi-purpose room in the summer of 2025. Additionally, parents are encouraged to create and bring games from open-ended materials from home, alongside collecting and bringing used materials to the kindergarten.

We look forward to the upcoming toy-free period and can only recommend the TFM practice (and project)! 8. ADDITIONAL IDEAS FOR TFM GAMES





AND TOYS



I’ve noticed that my son now starts playing on his own more often. He’ll grab a box, a stick, or a

blanket, and just start playing something he’s made up. Before, he always wanted

a toy for everything. Now he often says: "I'll just make something myself.”

(Parent – Kindergarten Dobrna)





Superhero Lab project: https://superherolab.eu/results/



Ideas for outdoor games: https://1millionideas.com/25-

creative-and-fun-backyard-game-ideas





Fun Lab: https://www.facebook.com/funlabapp





DIY Cardboard Toy: Simple and Fun Tutorial:

https://www.facebook.com/share/v/19QaZa6Jxj/



Fishing for Waste (Ekopotencjal, Poland) – Rules and Instructions



Instructions for the Fishing for waste” Prepare 6 bins in the right colors with

game: labels (paper, glass, plastic & metal, bio,

Make simple fishing rods from sticks and mixed, e-waste). string. Use simple sticks, wooden dowels,

or bamboo canes as fishing poles. Rules:

Catch waste from the ocean with your

Attach a string with a small hook or clip at rod.

the end (for safety, you can use bent Sort it into the correct bin. paper clips or similar blunt hooks). Play solo or in 2 teams – the fastest

team to clean the ocean wins, if

Wash real waste items, add loops (cable sorting is correct! ties), and place them in a blue bag/box =

the “ocean.” large blue container, IKEA Goal: Clean the ocean, learn recycling,

bag, or blue cloth to represent the ocean. and have fun!



Build a parachute Catch and sort waste





Overhead projector





Sound memory - Sensory memory -



Creative animals Coloured dominoes





9. LITERATURE





Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. GreenComp – The European sustainability competence framework. Bacigalupo, M., Punie, Y. (editors), EUR 30955 EN, Publications Office of the European Union, Luxembourg, 2022. 10.2760/13286, JRC128040. Retrieved

from https://publications.jrc.ec.europa.eu/repository/handle/JRC128040

Bogusz, M., Matysik-Pejas, R., Krasnodębski, A., & Dziekański, P. (2021). The concept of zero waste in the context of supporting environmental protection by consumers. Energies,

14(18), 5964. https://doi.org/10.3390/en14185964

Chang Rundgren, Shu-Nu. (2023). Demonstrating Didactic Models for ESD and Bildung in School Education. Multidisciplinary Journal of School Education. 12. 15–31.

https://doi.org/10.35765/mjse.2023.1224.01

Collins, S., & Garrity, S. (2023). Early childhood educators’ understanding of education for sustainable development. Irish Educational Studies, 1–19.

https://doi.org/10.1080/03323315.2023.2266688

Kahriman-Pamuk, D., & Pramling Samuelsson, I. (2024). Nurturing Sustainability in Toddlerhood: Investigating Preschool Teachers' Views and Daily Practices in a Swedish Preschool. Children (Basel, Switzerland), 11(12), 1412.

https://doi.org/10.3390/children11121412

Nian, Z.H. (2024) Book Review on “Children and the Environment: Early Childhood Education for Sustainable Development”. Open Access Library Journal, 11, 1–7.

https://doi.org/10.4236/oalib.1112540

Pratiwi, H., Ismail, M., Yarliani, I., Riwanda, A., & Islamy, M. I. (2025). Integrating education for sustainable development (ESD) into the Kurikulum Merdeka: pedagogical practices in early childhood education centers in Indonesia. Environmental Education

Research, 31(5), 920–934. https://doi.org/10.1080/13504622.2025.2462254

Samuelsson, Ingrid. (2011). Why We Should Begin Early with ESD: The Role of Early Childhood Education. International Journal of Early Childhood. 43. 103–118.

https://doi.org/10.1007/s13158-011-0034-x

Santer, J., Griffiths, C., & Goodall, D. (2007). Free play in early childhood: A literature

review. National Children's Bureau. Retrieved from https://rainbow-nursery.info/wp-

content/uploads/2015/08/free-play-in-early-childhood.pdf

Sharma, S. (2023). Cultivating Pedagogical Sustainability in Early Education. International Journal of Management Education for Sustainable Development. 6 (6). 13–23. Retrieved



from https://ijsdcs.com/index.php/IJMESD/article/view/320/117

Sneddon, S., & Pettit, A. (2024). Sustainability action in early childhood settings: Incorporating sustainability in early learning, development and wellbeing. Teaching

Solutions. 2. Retrieved from https://www.essentialresources.co.nz/Store/Product/

Detail/TS0329

Summers, J. K., Vivian, D. N., & Summers, J. T. (2019). The Role of Interaction with Nature in Childhood Development: An Under-Appreciated Ecosystem Service. Psychology and behavioral sciences (New York, N.Y. 2012), 8(6), 142–150.

UNESCO (2020). Education for Sustainable Development: A Roadmap.

https://doi.org/10.54675/YFRE1448

United Nations Children's Fund (UNICEF). (2024). Ecological wellbeing in early childhood. UNICEF Latin America and Caribbean Regional Office. Retrieved from

https://www.unicef.org/lac/media/49576/file/EN-Ecological-Wellbeing-Early-

Childhood%20(1).pdf.

United Nations. (2015). Transforming our world: the 2030 agenda for sustainable

development. A/RES/70/1 https://sdgs.un.org/2030agenda

United Nations – Department of Economic and Social Affairs. (2025). Sustainable

Development –The 17 goals. Retrieved from https://sdgs.un.org/goals

World Sustainable Toy Day (2023). What's the Carbon Footprint of the Toy Industry? (And

does the number matter?). Retrieved from https://worldsustainabletoyday.com/blogs/toy-

industry-blogs/whats-the-carbon-footprint-of-the-toy-industry-and-does-the-number-

matter

Zaman, A. (2022). Zero-Waste: a new sustainability paradigm for addressing the global

waste problem. In Springer eBooks (pp. 1195–1218). https://doi.org/10.1007/978-3-030-

76505-7_46

Zero Waste International Alliance. (2018). Zero Waste Definition. Retrieved from:

https://zwia.org/zero-waste-definition/





Toy-Free Month: Cultivating Creativity and Sustainability in Young Learners





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