magistrsko delo
Nika Valentinčič (Avtor), Olga Poljšak-Škraban (Mentor), Simona Prosen (Komentor)

Povzetek

Magistrsko delo se ukvarja z opažanji in mnenji vzgojiteljic in svetovalnih delavk o prispevku gozdne pedagogike k socialnemu in čustvenemu razvoju predšolskega otroka. Pri tem izhaja iz teoretičnih izhodišč gozdne pedagogike, izkustvenega in sodelovalnega učenja ter spoznanj o čustvenem in socialnem razvoju otroka. V teoretičnem delu sem opisala gozdno pedagogiko kot alternativno obliko vrtčevskega in šolskega sistema ter njene koncepte. V nadaljevanju sem predstavila značilnosti socialnega in čustvenega razvoja predšolskega otroka ter vrtčevsko okolje kot enega izmed dejavnikov razvoja in varovalnih dejavnikov socialnega in čustvenega razvoja predšolskega otroka. V empiričnem delu so predstavljeni rezultati kvalitativne raziskave, v kateri sem s polstrukturiranimi intervjuji raziskovala opažanja in mnenja osmih vzgojiteljic in dveh svetovalnih delavk vrtca, ki je vključen v Mrežo gozdnih vrtcev in šol Slovenije, o prispevanju gozdne pedagogike k socialnemu in čustvenemu razvoju predšolskega otroka. Preko raziskave sem ugotavljala tudi, katere značilnosti gozdne pedagogike pozitivno učinkujejo na socialni in čustveni razvoj ter ali lahko govorimo o gozdni pedagogiki kot o varovalnem dejavniku za zdrav socialni in čustveni razvoj. Rezultati so pokazali, da gozdna pedagogika spodbuja socialni in čustveni razvoj predšolskega otroka, saj je v naravnem okolju prisotnih več interakcij med otroki, lažje se vključujejo v skupino, več je sodelovanja in medsebojne pomoči. Otroci v gozdu izražajo predvsem prijetna čustva, manj je čustvenih izbruhov in agresivnega vedenja kot v igralnici, pogostejše je tudi prosocialno vedenje. Značilnosti gozdne pedagogike, ki imajo na otrokov socialni in čustveni razvoj pozitivne učinke, so po besedah intervjuvank prosta igra, izkustveno učenje, naravno okolje, socialno učenje, sodelovalno učenje ter odprto učno okolje. Raziskava je pokazala, da te značilnosti gozdne pedagogike otroke umirijo in sprostijo ter hkrati spodbujajo socialni in čustveni razvoj predšolskih otrok. Prav zato intervjuvanke tudi pritrjujejo tezi, da je gozdna pedagogika eden izmed varovalnih dejavnikov za zdrav socialni in čustveni razvoj predšolskih otrok. Raziskava prinaša vpogled v opažanja in mnenja vzgojiteljic in svetovalnih delavk o vplivu gozdne pedagogike na socialni in čustveni razvoj otroka ter v povezavi s tem nudi možnost oblikovanja novih učinkovitih pristopov za delo z otroki v vrtcu, ki spodbujajo otrokov socialni in čustveni razvoj ter hkrati delujejo varovalno.

Ključne besede

gozdna pedagogika;socialni razvoj;čustveni razvoj;varovalni dejavnik;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Valentinčič]
UDK: 373.2:630*0(043.2)
COBISS: 12371529 Povezava se bo odprla v novem oknu
Št. ogledov: 720
Št. prenosov: 88
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: Promoting social and emotional development of a preschool child in the concept of forest pedagogy
Sekundarni povzetek: The master’s thesis deals with observations and opinions of educators and counselors on the contribution of forest pedagogy to the social and emotional development of a pre-school child. It originates from the theoretical starting points of forest pedagogy, experiential and collaborative learning, and the knowledge of the emotional and social development of the child. In the theoretical part, I described forest pedagogy as an alternative form of the pre-school and school system and its concepts. In the following, I presented the characteristics of the social and emotional development of a pre-school child and the kindergarten environment as one of the factors of development and protective factors for the social and emotional development of a pre-school child. The results of the qualitative research were presented in the empirical part with semi-structured interviews, where I examined the observations and opinions of eight educators and two counselors of a kindergarten, which is included in the Network of forest preschools and schools of Slovenia, with the contribution of forest pedagogy to the social and emotional development of a pre-school child. Through research, I also established which features of forest pedagogy have a positive effect on the social and emotional development, and whether we can talk about forest pedagogy as a protective factor for a healthy social and emotional development. The results showed that forest pedagogy promotes both social and emotional development of a pre-school child; in the natural environment, there are several interactions among children, it is easier to get involved in the group, there is more cooperation and mutual assistance. In the forest, children mainly express positive feelings, there are less emotional outbursts and aggressive behavior than in the playroom, and prosocial behavior is more common. According to the interviewees, the characteristics of forest pedagogy, which show positive effects on children’s social and emotional development, are free play, experiential learning, the natural environment, social learning, cooperative learning and an open learning environment. The study showed, that these characteristics of forest pedagogy calm and relax children, and also encourage their social and emotional development. Therefore, the interviewees also affirm the thesis that forest pedagogy is one of the protective factors for a healthy social and emotional development of pre-school children. The research provides an insight into the observations and opinions of educators and counselors on the influence of forest pedagogy on the social and emotional development of the child and, in this correlation, offers the possibility to create new effective approaches for working with children in kindergartens that promote children's social and emotional development and serve as protective factors.
Sekundarne ključne besede: pre-school child;nursery school;predšolski otrok;vrtec;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Strani: 83 str.
ID: 11104452