Secondary language: |
English |
Secondary title: |
Park Tivoli: stimulating learning environment for a young child |
Secondary abstract: |
Children experience nature differently than adults. They enter into the nature more actively.
For children nature represents not only the background, but the environment in which they
taste, touch, smell and hear things such as they really are (Wilson 2008). The graduation
thesis discussed the importance of toddler living outdoors (in the park Tivoli). Most planned
and systematic learning takes place in a preschool nursery. In graduation thesis I focused on
teaching children of the first age group. I have presented different aspects of living and
learning outdoors, through the Curriculum for kindergarten (1999). Specifically
I described the global objectives of curriculum area: "nature". I analyzed the theoretical
aspects of different authors dealing with the problems described, and the role of preschool
children providing conditions for the realization of the objectives of the prescribed area. In the
empirical part of the paper I presented a case study of the Tivoli Park as being stimulative
learning environment for the toddler. Tivoli is an environment in which we enter with the
children of the first age group, even before all the children learn to walk. Organization and
tendency of our kindergarten leadership (Kindergarten dr. France Prešeren) is that even the
youngest children spend some time outdoors. Proximity of the Park Tivoli allows an
undisturbed passage from the very centre of Ljubljana into a pleasant natural environment of
the park. The Tivoli Park is also site of many exciting activities and learning opportunities. I
described the course of each activity taking place in nature and analyzed it in connection with
other objectives of the curriculum areas. Through research, I found that when working with
children of the first age group, park Tivoli represents a stimulative learning environment
regarding free play or guided activities. In the second part of empirical work I analyzed the
views of other nursery school teachers and the assistants to the nursery school teacher who
decide to use the Tivoli Park as a learning environment for small children. I was researching
how much and how often they decide to use it when achieving the objectives of other
curriculum areas. The results showed that other teachers and their assistants decide to use the
Tivoli Park in all age groups throughout the school year. Park is being used as a supportive
learning environment that allows children genuine contact with nature. Tivoli Park offers
them a place to carry out targeted activities with the objectives of curricular areas. For the use
of the park they decide most gladly in the warm part of the year (from March to October). I
found that teachers of second age group use the park more frequently, compared with teachers
of preschool children in the first age period. |
Secondary keywords: |
open air activities;pre-school child;dejavnosti na prostem;predšolski otrok; |
File type: |
application/pdf |
Type (COBISS): |
Undergraduate thesis |
Thesis comment: |
Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja |
Pages: |
74 f. |
Type (ePrints): |
thesis |
Title (ePrints): |
Park Tivoli: stimulating learning environment for a young child |
Keywords (ePrints): |
kurikulum za vrtce |
Keywords (ePrints, secondary language): |
curriculum for kindergarten |
Abstract (ePrints): |
Otrok doživlja naravo drugače kot odrasli. Vanjo vstopa na aktivnejši način. Zanj narava ne
predstavlja le ozadja, pač pa okolje, v katerem preizkuša, tipa, vonja, posluša, okuša stvari
takšne, kot so (Wilson 2008). V diplomski nalogi obravnavamo pomen bivanja malčka na
prostem (v parku Tivoli). Najbolj načrtovano in sistematično učenje predšolskega otroka
poteka v vrtcih. V diplomski nalogi smo se osredotočili na učenje otrok prvega starostnega
obdobja. Vidike bivanja in učenja na prostem, v naravi, smo predstavili skozi Kurikulum za
vrtce (1999). Natančneje smo opisali globalne cilje kurikularnega področja »narava«.
Analizirali smo teoretične vidike avtorjev, ki obravnavajo opisano problematiko, in vlogo
vzgojitelja predšolskih otrok pri zagotavljanju pogojev za realizacijo predpisanih ciljev
področja. V empiričnem delu diplomske naloge smo s študijo primera predstavili park Tivoli
kot spodbudno učno okolje za malčka. Tivoli je okolje, v katerega z otroki prve starostne
skupine vstopamo, še preden vsi otroci shodijo. Organizacija in tendenca vodstva našega vrtca
(Vrtec dr. France Prešeren) je, da tudi najmlajši preživijo nekaj časa zunaj. Bližina parka nam
omogoča nemoten prehod s samega središča mesta Ljubljane v prijetno naravno okolje. Park
Tivoli je tako prizorišče mnogih razburljivih aktivnosti ter učnih priložnosti. Opisali smo
potek posamezne dejavnosti iz področja narave in jo analizirali v povezavi z ostalimi cilji
kurikularnih področij. Skozi raziskavo smo ugotovili, da pri delu z otroki prve starostne
skupine park Tivoli predstavlja spodbudno učno okolje pri prosti igri ali za vodene dejavnosti.
V drugem delu empiričnega dela smo analizirali poglede ostalih vzgojiteljic in pomočnic
vzgojiteljic v vrtcu na park Tivoli kot učno okolje za malčke. Ugotavljali smo, koliko in kako
pogosto ga uporabljajo pri doseganju ciljev ostalih kurikularnih področij. Rezultati raziskave
so pokazali, da se ostale vzgojiteljice in pomočnice vzgojiteljic pri svojem delu odločajo za
uporabo parka Tivoli v obeh starostnih skupinah skozi celo šolsko leto. Park uporabljajo kot
spodbudno učno okolje, ki otroku omogoča pristen stik z naravo. Park Tivoli jim nudi prostor,
kjer lahko izvajajo usmerjene dejavnosti s cilji kurikularnih področij. Za uporabo parka se
najraje odločajo v toplem delu leta (od marca do oktobra). Ugotovili smo, da vzgojiteljice
drugega starostnega obdobja pogosteje uporabljajo park Tivoli kot z vzgojiteljicami otrok
prvega starostnega obdobja. |
Abstract (ePrints, secondary language): |
Children experience nature differently than adults. They enter into the nature more actively.
For children nature represents not only the background, but the environment in which they
taste, touch, smell and hear things such as they really are (Wilson 2008). The graduation
thesis discussed the importance of toddler living outdoors (in the park Tivoli). Most planned
and systematic learning takes place in a preschool nursery. In graduation thesis I focused on
teaching children of the first age group. I have presented different aspects of living and
learning outdoors, through the Curriculum for kindergarten (1999). Specifically
I described the global objectives of curriculum area: "nature". I analyzed the theoretical
aspects of different authors dealing with the problems described, and the role of preschool
children providing conditions for the realization of the objectives of the prescribed area. In the
empirical part of the paper I presented a case study of the Tivoli Park as being stimulative
learning environment for the toddler. Tivoli is an environment in which we enter with the
children of the first age group, even before all the children learn to walk. Organization and
tendency of our kindergarten leadership (Kindergarten dr. France Prešeren) is that even the
youngest children spend some time outdoors. Proximity of the Park Tivoli allows an
undisturbed passage from the very centre of Ljubljana into a pleasant natural environment of
the park. The Tivoli Park is also site of many exciting activities and learning opportunities. I
described the course of each activity taking place in nature and analyzed it in connection with
other objectives of the curriculum areas. Through research, I found that when working with
children of the first age group, park Tivoli represents a stimulative learning environment
regarding free play or guided activities. In the second part of empirical work I analyzed the
views of other nursery school teachers and the assistants to the nursery school teacher who
decide to use the Tivoli Park as a learning environment for small children. I was researching
how much and how often they decide to use it when achieving the objectives of other
curriculum areas. The results showed that other teachers and their assistants decide to use the
Tivoli Park in all age groups throughout the school year. Park is being used as a supportive
learning environment that allows children genuine contact with nature. Tivoli Park offers
them a place to carry out targeted activities with the objectives of curricular areas. For the use
of the park they decide most gladly in the warm part of the year (from March to October). I
found that teachers of second age group use the park more frequently, compared with teachers
of preschool children in the first age period. |
Keywords (ePrints, secondary language): |
curriculum for kindergarten |
ID: |
8310148 |