20.500.12556/RUL-184781 Stališča vzgojiteljic in vzgojiteljev predšolskih otrok do igre v gozdu in na vrtčevskem igrišču magistrsko delo Preschool teachers’ perspectives on forest play and kindergarten playground play Magistrska naloga obravnava stališča vzgojiteljic in vzgojiteljev predšolskih otrok do igre v gozdu v primerjavi z igro na vrtčevskem igrišču. Izhaja iz spoznanja, da naravno okolje predstavlja pomemben učni prostor za celostni razvoj otroka, hkrati pa je njegova vključitev v pedagoško prakso odvisna od profesionalnih stališč vzgojiteljev, njihovih izkušenj ter organizacijskih in prostorskih pogojev. Namen raziskave je bil ugotoviti, kako vzgojitelji vrednotijo igro v gozdu in na vrtčevskem igrišču ter preveriti, ali so njihova stališča povezana z delovno dobo, pogostostjo obiskovanja gozda in oddaljenostjo vrtca od gozda. Raziskava je temeljila na kvantitativnem raziskovalnem pristopu z dopolnilno kvalitativno analizo odprtih odgovorov. Podatki so bili zbrani z anketnim vprašalnikom med slovenskimi vzgojitelji in vzgojiteljicami predšolskih otrok. Pri analizi so bili uporabljeni neparametrični statistični postopki, odprti odgovori pa so bili obdelani s tematsko analizo. Rezultati kažejo, da vzgojitelji gozdu pripisujejo pomembno razvojno vrednost, zlasti na področju naravoslovnega učenja, ustvarjalnosti, razvoja samostojnosti, samozavesti ter gibalnega razvoja otrok. Delovna doba se večinoma ni izkazala kot pomemben dejavnik razlik v stališčih. Prav tako pogostejše obiskovanje gozda ni bilo povezano z bolj pozitivnimi stališči na vseh področjih, temveč predvsem z močnejšim zaznavanjem njegovega pomena za razvoj otrokove samostojnosti in samozavesti. Najizrazitejša ugotovitev raziskave je bila statistično značilna povezanost med oddaljenostjo vrtca od gozda in pogostostjo obiskovanja gozda – vrtci, ki so bližje gozdu, ga vključujejo v pedagoško prakso pogosteje. Ugotovitve potrjujejo, da vključevanje gozda v predšolsko vzgojo ni odvisno le od pozitivnih stališč vzgojiteljev, temveč tudi od konkretnih prostorskih in organizacijskih pogojev. Raziskava predstavlja prispevek k razumevanju dejavnikov, ki vplivajo na vključevanje naravnega okolja v predšolsko vzgojo, ter ponuja izhodišča za nadaljnji razvoj gozdne pedagogike in oblikovanje spodbudnih učnih okolij v slovenskih vrtcih. This master's thesis examines the attitudes of preschool teachers toward forest play in comparison with play on kindergarten playgrounds. It is based on the premise that the natural environment represents an important learning setting for the holistic development of children, while its integration into educational practice depends on teachers' professional attitudes, their experience, as well as organizational and spatial conditions. The aim of the study was to investigate how preschool teachers evaluate forest play and playground play and to determine whether their attitudes are related to years of teaching experience, the frequency of forest visits, and the distance between the kindergarten and the nearest forest. The study employed a quantitative research approach complemented by a qualitative analysis of open-ended responses. Data were collected through a questionnaire administered to Slovenian preschool teachers. Non-parametric statistical methods were used for the quantitative analysis, while the open-ended responses were analysed using thematic analysis. The findings indicate that teachers attribute significant developmental value to forest play, particularly in fostering scientific literacy, creativity, children's independence, self-confidence, and motor development. Years of professional experience were generally not found to be a significant factor influencing teachers' attitudes. Likewise, more frequent visits to the forest were not associated with more positive attitudes across all domains, but were primarily linked to a stronger recognition of the forest's contribution to children's independence and self-confidence. The most significant finding was a statistically significant relationship between the distance of the kindergarten from the forest and the frequency of forest visits: kindergartens located closer to forests incorporated forest-based activities into their educational practice more frequently. The findings confirm that the integration of forests into preschool education depends not only on teachers' positive attitudes but also on specific spatial and organizational conditions. The study contributes to a better understanding of the factors influencing the inclusion of natural environments in preschool education and provides a basis for the further development of forest pedagogy and the creation of stimulating learning environments in Slovenian kindergartens. vzgojiteljice predšolskih otrok predšolska vzgoja gozdna pedagogika igra v gozdu vrtčevsko igrišče stališča vzgojiteljev naravno učno okolje gozd preschool education forest pedagogy forest play kindergarten playground preschool teachers' attitudes natural learning environment forest true false false P. Potrebuješ Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-15 08:30:31 2026-07-15 08:30:37 2026-07-18 03:31:49 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana III, 83, IV str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 206245 285096451 52185.pdf 52185.pdf 1 28A51971C1272B48EA089E7F0A009911 442991c1010fb7836ee75aa6a9fde17d5fa43b69ec1cc5186176865a4b0bd49b 82f89198-8016-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=240019 Pedagoška fakulteta 0 0 0