diplomsko delo
Petra Nagode (Avtor), Stanislav Avsec (Mentor), Veronika Šinigoj (Komentor)

Povzetek

Namen diplomskega dela je bil umestiti gozdno tehnično vzgojo v skupino otrok, starih 5–6 let. V uvodnem delu so predstavljeni opredelitev področja, namen, cilji, raziskovalna vprašanja in metodologija dela. Osrednji del pa se nanaša na gozdno pedagogiko, tehniko in tehnologijo ter na praktični del. V praktičnem delu je predstavljena analiza stanja in izvedba gozdnih tehniških dejavnosti v vrtcu. Za gozdno pedagogiko smo se odločili zaradi nepoznavanja termina gozdna pedagogika med slovenskimi vrtci, še posebej dejavnosti tehnične vzgoje. V današnjem času otroci vedno več časa preživijo v vrtcu. Tam se učijo in si pridobivajo nove izkušnje, ki jim bodo v pomoč pri učenju v šoli in tudi kasneje v življenju. Vedno več vrtcev in šol po Evropi izvaja učenje v naravi/gozdu, kjer si otroci pridobijo konkretne izkušnje. Tudi v Sloveniji je vedno več vrtcev, ki se vključujejo v mrežo gozdnih vrtcev, kjer tako strokovni delavci kot tudi otroci pridobijo novo znanje in izkušnje o gozdu. Učenje v gozdu otroke spodbuja k razmišljanju, konkretnim izkušnjam, povezovanju, komunikaciji in sodelovanju. Gozdna pedagogika spodbuja k preživljanju časa v gozdu v vseh letnih časih in v vsakem vremenu, saj je gozd vsak dan drugačen in tako nudi otrokom možnost vsakodnevnega raziskovanja in aktivnega sodelovanja. Dejavnosti v gozdu so zelo povezane tudi s tehniko, saj otroci spoznavajo orodja in naprave, s katerimi obdelujemo les in so nam v pomoč pri izdelavi želenega izdelka. Tehnika in tehnologija v Kurikulumu za vrtce nista posebej opredeljeni. Najdemo pa cilje med drugimi področji, kot je področje narave. V empiričnem delu smo predstavili rezultate anketnega vprašalnika, ki so ga izpolnjevale vzgojiteljice Vrtca Kurirček Logatec. Iz podanih odgovorov smo prišli do ugotovitve, da vzgojiteljice gozdno pedagogiko v vrtcu razumejo in izvajajo, vendar termina gozdna pedagogika ne uporabljajo. To nadomestijo s pojmi, kot so učenje, spoznavanje, odkrivanje, raziskovanje itd. Vzgojiteljice aktivnosti v gozdu izvajajo tedensko, najpogosteje uporabljajo metode razlage, opazovanja in dela s slikovnim gradivom. Menijo, da so za izvajanje tehnične vzgoje delno usposobljene. Vzgojiteljice prav tako poskrbijo za raznolike dejavnosti v gozdu. Otroke spodbujajo k raziskovanju gozda, saj se pri tem veliko naučijo in to znanje ponotranjijo in nadgrajujejo. Pokazali so zanimanje in interes za tovrstne dejavnosti. Otroci so po končanih dejavnostih prepoznali izbrana drevesa/grme. Pri izdelavi izdelkov so pridobili izkušnje, znanje in razumevanje, nove perspektive o učenju in spoznavanju gozda, pri izdelavi izdelkov pa niso imeli večjih težav. Diplomsko delo je namenjeno vsem vzgojiteljem predšolskih otrok z namenom izboljšave dela v vrtcu ter pridobivanju novega znanja – zlasti preko odprtih učnih sistemov.

Ključne besede

gozdna pedagogika;odprto učno okolje;igra predšolskega otroka;tehnologija;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [P. Nagode]
UDK: 62:373.2(043.2)
COBISS: 12109129 Povezava se bo odprla v novem oknu
Št. ogledov: 666
Št. prenosov: 121
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Forest technical education for the 5-6-year-old children
Sekundarni povzetek: The aim of this thesis was to present an implementation of forest pedagogy at kindergarten group of 5–6 year old kids. The introductory part defines the scope, purpose, goals, presents research questions and used methodology. Next part focuses on forestry pedagogy, techniques and used technology and describes aimed practical work. In practical part of this thesis we present analysis of questionnaire results and we describe the implementation of forest technical activities in kindergarten. The reason for focusing on forest pedagogy was due to lack of knowledge of the term forest pedagogy among Slovenian kindergartens, especially in the activities with technical education. Nowadays children spend more time in kindergarten compared to years back. In kindergarten, children learn and gain new experiences that will help them develop learning skills at school and also help them in later periods in life. More and more kindergartens, as well as schools across Europe, carry out learning in nature/forest environment where children acquire their experiences. More and more kindergartens in Slovenia are also starting to join the network of forest preschools, where both educators and children acquire knowledge and experiences about forest environment. Learning in the forest encourages children to think, experience forest environment, connect, communicate and cooperate between themselves. Forest pedagogy encourages kids to spend time in the forest in all seasons and in every weather, as forest environment differs every day, hence provides children the possibilities of daily research with active participation. Activities in the forest are very much related to the technology and tools, as children learn about the tools and devices used to process wood and help to produce the desired product. Techical tools and technologies are not specifically defined in the recommended curriculum. We can find objectives in other areas, such as nature. Empirical part presents results of the questionnaire, which was completed by the educators of the Kurirček Logatec Kindergarten. From the given answers we concluded that Educators do understand and do implement forestry pedagogy in kindergarten, but do not use term forest pedagogy, but they use term such as learning, introduction, discovering, exploring, etc. Educators carry out activities in the forest on a weekly basis, often they use methods of interpretation, observation and they work with visual materials. They also consider themselves they are partially qualified to carry out technical education. Educators also provide a variety of activities in the forest. They encourage children to explore the forest, because they learn a lot about this and they internalize gained knowledge and are upgrading it. Educators showed curiosity and interest for such activities in the forest. After activities concluded, children were able to identify selected trees/shrubs. In the process of manufacturing products they gained experience, knowledge and understanding, new perspectives on learning and learning about the forest. In manufacturing, however, they did not have major problems. Forest technical education proved to be very useful and educational, as children showed curiosity and interest in such activities. The diploma work is intended for all preschool educators with the aim of improving their work in kindergarten and acquiring new knowledge, especially through open learning systems.
Sekundarne ključne besede: engineering;pre-school child;tehnika;predšolski otrok;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: VII, 55 str.
ID: 10956106