In the theoretical part of the thesis, I presented the forests, their roles and functions, forest pedagogics in Slovenia and abroad, forest kindergarten, and play. In the empirical part, I presented the implementation of activities in the forest adapted for preschool children in the first age bracket. Activities were taken from the book entitled Manual for learning and playing in the forest (Vilhar in Rantaša (eds.), 2016). The data was collected by observational method. During examination, I visited the forest seven times with one group of children, aged 1–2 years, where I observed their play and later introduced them the forest by means of different activities from the book. Through research, I reached the finding that the forest is a suitable space for learning and playing for preschool children this early in age as well. While in the forest, the children changed their interpersonal relations and were cooperative with each other. Some of them became more confident and independent in their exploration of the forest after the activities. Furthermore, they showed distinct progress in their motor skills during the visitation of the forest. The children were participating in all of the activities, except for one, which was not realized as initially planned.
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