diplomsko delo
Kaja Hegedič (Author), Marcela Batistič-Zorec (Mentor)

Abstract

Diplomsko delo proučuje področje igre in učenja na prostem v vrtcu ter v tem okviru predstavlja gozdno pedagogiko kot koncept, ki ima mnogo pozitivnih vplivov na vsa področja otrokovega razvoja. V teoretičnem delu je predstavljen razvoj tega koncepta skozi nastanek prvih gozdnih šol in vrtcev, ki so umeščeni v naravno okolje in zagotavljajo reden obisk narave v vseh letnih časih. Danes je v gozdnih vrtcih in šolah velik poudarek na konstruktivističnem in izkušenjskem učenju skozi prosto igro. Različne raziskave kažejo, da takšen pristop pozitivno vpliva na otrokovo zdravje, motorični razvoj, kognitivni in čustveno-socialni razvoj ter hkrati tudi na razvoj ekološke zavesti. Predstavljene prednosti so podprte tudi s primerom dobre prakse angleškega gozdnega vrtca Dandelion. V Sloveniji otroci - kljub dokazanim pozitivnim učinkom - preživijo manj časa na prostem kot na primer v skandinavskih državah, od koder gozdni vrtci in šole tudi izvirajo. Prav tako pomen bivanja v naravnem okolju v slovenskem Kurikulumu za vrtce (1999) ni posebej poudarjen. Vidni pa so premiki v tej smeri, saj sta bila pred kratkim ustanovljena Inštitut za gozdno pedagogiko ter Mreža gozdnih šol in vrtcev Slovenije, ki skrbita za razvoj gozdne pedagogike pri nas. V empiričnem delu diplomskega dela so predstavljeni rezultati anketnih vprašalnikov, izvedenih na vzorcu 42 vzgojiteljic, ki kažejo, da otroci v povprečju preživijo na prostem sedem ur na teden. Bivanje na prostem je večinoma posvečeno gibalnim dejavnostim, sprehodu in prosti igri, v katero se vzgojitelji pogosto vključujejo z namenom, da bi prepoznali lastnosti otrok in kot kompetentnejši partnerji dvignili igro na višjo raven. Rezultati so prav tako pokazali, da vzgojiteljice čas na prostem najpogosteje organizirajo na vrtčevskem igrišču, redkeje pa se z otroki odpravijo v naravo. Cilj raziskave je bilo tudi preučiti otrokovo doživljanje bivanja na prostem. Rezultati krajšega projekta, izvedenega s skupino otrok drugega starostnega obdobja iz Vrtca Tržič, kažejo, da otroci dejavnosti na prostem doživljajo kot razveseljujočo aktivnost, ki jim lahko nudi občutek uspeha in predstavlja nove izzive.

Keywords

igra in učenje na prostem;gozdna pedagogika;gozdna šola in vrtec;dejavnosti na prostem;izkušenjsko učenje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Hegedič]
UDC: 373.2.016(043.2)
COBISS: 11723081 Link will open in a new window
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Downloads: 180
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Other data

Secondary language: English
Secondary title: Outdoor learnig and play in nursery school
Secondary abstract: The article examines the field of outdoor learning and play, within it represents the forest education as the concept with many positive effects on the child's overall growth. The theoretical part of the thesis describes the development of the concept and establishing of the first forest school and nursery school, which are located into the natural environment and provide a regular visit to nature in all seasons. They give emphasis on constructivist and experiential learning through unstructured play. Various studies show that such approach has a positive impact on the child's health, motor development, cognitive, emotional and social development, and the development of ecological awareness. The represented advantages are also supported by an example of good practice of the English forest nursery school Dandelion. Despite proven positive effects of the forest pedagogic, children in Slovenia spend less time outdoors than children in the Scandinavian countries, where forest school and nurseries come from. The natural environment is also not specifically defined in the Slovenian Curriculum for Preschools, but there were established the Institute for Forest Education and the Network of forest school and nurseries of Slovenia, which are responsible for the development of forest pedagogy in this country. The empirical part of the thesis presents the results of survey questionnaires, carried out on a sample of 42 educators. It shows that children spend an average of approximately seven hours a week on the open, within the time are mainly dedicated to motor activities, a walk and unstructured games, in which educators often involve themselves in order to recognize the characteristics of children and raise their game to a higher level as more competent partners. The results also show that teachers most often organize leisure time at the playground, and they rarely go in nature with children. The aim of the research was to study how children experience the outdoor living. The results of a shorter project, carried out with a group of preschool children from the Nursery School Tržič, unite Križe, show that children experience outdoor activities as a delightful activity that can give them a sense of success and present new challenges.
Secondary keywords: pre-school education;experiential learning;play;predšolska vzgoja;izkustveno učenje;igra;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 42 str.
ID: 10865312