Forest pedagogy encourages free time we spend in our everyday life because the forest can be different each time we enter it. Visit of the forest encourages children to think, explore, feel, connect and participate in each time they have experience in it.
Children in the forest were observed by their interest while observing its surroundings, cooperation among each other and their enthusiasm during forest exploration.
The purpose of the diploma work is to find out how through the development of different technical activities we can develop the technological literacy of 5-6-year olds from forest professional education.
In the theoretical part of the diploma are presented a recognition of forest pedagogy in Slovenian kindergartens, the influence of the forest on the child's senses and influence of nature on particular areas of child's development. Technological literacy with three dimensions of technological literacy for kindergartens was presented as well.
In the empirical part, I presented the results of the questionnaire survey, which was completed by 97 pedagogs from the central Slovenian region. It was found that 64 % of pedagogs know the concept of technological literacy. Only 28 % gave an appropriate answer to the question of what technological literacy is.
The pedagogs who participated in the research would use technological literacy to encourage activities of the kids in the forest. Educators also connect forest pedagogy with the children’s contact with nature, direct learning in it, the implementation of various activities in the forest, the cohabitation of children and pedagogues and so on.
The effect of children while educating through forest technical educational method is positively reflected in increased concentration, working with various materials and tools, becoming more patient and cooperative among each other. For children aged 5–6, I carried out forest technical activities that develop technological literacy. After the excercises, I found out that the children were able to create and build their jigsaw with a technical motive easily. Almost with no difficulty they connected the forest technical images and compiled a story based on three elements. They were some minor difficulties making a small raft. Children were interested in animals living in forest, and they showed a considerable amount of focus and concentration while playing games that requested cooperation. At the end of forest activities, it was found that technical experience, knowledge, different skills, understanding and working habits were successfully acquired.
With my diploma, I would like to encourage other pedagogical workers to increase the implementation of forest technical activities in the curriculum content, since learning in nature and especially forest, allows comprehensive education.
|
