Procesi vključevanja otrok v razvoj trajnostnih zelenih površin v vrtcu Processes of Involving Children in the Development of Sustainable Green Spaces in Kindergarten Diplomska naloga obravnava vključevanje predšolskih otrok v participativno načrtovanje in oblikovanje trajnostnih zelenih površin v vrtcu. Izhaja iz spoznanja, da je kakovostno učno okolje (ne le notranje, ampak tudi zunanje) dejavnik, ki pomembno prispeva k otrokovemu celostnemu razvoju. Poleg tega prenovljeni Kurikulum za vrtce poudarja pomen trajnostnega razvoja in participacije otrok pri oblikovanju spodbudnega učnega okolja. Namen raziskave je bil ugotoviti, kako predšolski otroci dojemajo zunanje površine vrtca, katere elemente si želijo vključiti v njihovo ureditev ter kako lahko njihovo aktivno sodelovanje prispeva k oblikovanju kakovostnega zunanjega prostora. Raziskava je bila izvedena na priložnostnem vzorcu predšolskih otrok, starih od pet do šest let, javnega vrtca v suburbanem okolju. S kombinacijo različnih metod (opazovanje, polstrukturirani intervjuji, analiza otroških risb, metoda projektnega dela) sem zbirala in analizirala čim več predlogov ter izraženih želja in interesov otrok, ki so bili aktivno vključeni v vse faze projekta  od opazovanja prostora, oblikovanja individualnih predlogov do skupnega izbora elementov in izdelave skupnega načrta zunanjih zelenih površin. Z raziskavo smo ugotovili, da zunanje površine vrtca otrokom predstavljajo predvsem prostor, kjer imajo možnost gibanja, igre in socialnih interakcij. Tudi največ elementov, ki so jih želeli vključiti v načrt teh površin, je bilo takšnih, ki omogočajo intenzivno telesno aktivnost (tobogan, plezalna stena, gugalnica) in s tem zadovoljujejo njihovo naravno potrebo po gibanju. Kljub manj pogostemu izboru naravnih elementov, je analiza pokazala, da otroci prepoznavajo njihov pomen pri dopolnjevanju igre in ustvarjanju spodbudnega in trajnostno naravnanega zunanjega prostora vrtca. Rezultati raziskave prispevajo k boljšemu razumevanju potreb, interesov in želja predšolskih otrok glede zunanjega prostora vrtca ter prikazujejo možnosti participacije v procesu njegovega načrtovanja. Ugotovitve lahko vzgojiteljem predstavljajo strokovno podporo pri spodbujanju participacije otrok ter pri oblikovanju spodbudnega učnega okolja, ki odraža otrokove potrebe, želje in ideje. The thesis addresses the involvement of preschool children in participatory planning and design of sustainable green spaces within kindergartens. It is based on the understanding that a high-quality learning environment, encompassing both indoor and outdoor settings, significantly contributes to a child's holistic development. Furthermore, the revised Curriculum for Kindergartens emphasizes the importance of sustainable development and children's participation in creating a supportive learning environment. The aim of the research was to determine how preschool children perceive the outdoor areas of their kindergarten, which elements they wish to incorporate into their design, and how their active participation can enhance the quality of the external space. The study was conducted with a convenience sample of preschool children aged five to six years from a public kindergarten in a suburban area. By employing various methods, including observation, semi-structured interviews, analysis of children's drawings, and project-based work, I collected and analysed children's suggestions, desires, and interests. The children were actively involved in all phases of the project, from observing the space and formulating individual proposals to collectively selecting elements and creating a comprehensive plan for the outdoor green areas. Our research revealed that the outdoor areas of the kindergarten primarily serve as spaces for movement, play, and social interactions. The majority of elements desired for inclusion in the design were those that facilitate vigorous physical activity (such as slides, climbing walls, and swings), thereby fulfilling children's inherent need for movement. Despite the less frequent selection of natural elements, the analysis indicated that children recognize their significance in enhancing play and creating an encouraging and sustainably-oriented outdoor environment. The findings contribute to a better understanding of preschool children's needs, interests, and desires regarding the kindergarten's outdoor space and illustrate the possibilities for their participation in its planning. The results can provide educators with professional support in promoting children's participation and designing a stimulating learning environment that reflects children's needs, wishes, and ideas. Predšolska vzgoja participacija otrok trajnostne zelene površine zunanje učno okolje načrtovanje prostora vrtec. Preschool education child participation sustainable green spaces outdoor learning environment spatial planning kindergarten. true false false Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-09-23 08:30:09 2026-09-23 08:30:14 2026-09-23 08:30:15 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 1970-01-01 211684 54448.pdf 54448.pdf 1 2b56dd8f-b718-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=248625 Pedagoška fakulteta 0 0 0