The professional demonstrates an initial understanding of the concept of educational continuity, both vertical and horizontal, but struggles to translate it into concrete actions. Educational planning does not systematically integrate continuity between school levels or with local educational agencies. Interactions with families and colleagues from other educational institutions are limited and characterized by insecurity or difficulties in managing interviews and documentation related to school transitions. The approach is predominantly individual, without a clear emphasis on collaborative work or the construction of shared pathways.

The professional has a general understanding of naturalistic intelligence and its role in children's development. They are able to recognize the importance of contact with nature and occasionally integrate simple activities such as outdoor walks, nature observation, or the use of natural materials into educational routines. They can identify some natural resources as tools to stimulate children's curiosity and learning.