The purpose of the master's thesis is to analyze the differences between the organization of the pedagogical process in kindergarten and the first educational period of elementary school and to determine how the differences in the organization of the pedagogical process between kindergarten and school are reflected in the realization of hiking content.
The study included 70 preschool and school teachers, 16 of whom taught the first age group, 24 the second age group, and 30 taught students of the first educational period.
In order to determine the differences between the organization of the pedagogical process in kindergarten and the first educational period of elementary school, based on a review of professional literature, previous research in this field and an examination of the statutory and implementing regulations governing the field of preschool education and elementary education, four factors were constructed and subsequently divided into individual indicators.
The factors that point to the differences between the organization of pedagogical processes were named as follows: organizational, personnel, content and material. The above factors were divided into individual indicators that define the differences between pedagogical processes.
Data on the realization of hiking content in kindergarten and elementary school were collected using a reconstructed and adapted survey questionnaire. With the help of the statistical program SPSS version 21, an analysis was carried out using contingency tables, the chi-square test, Kullback's 2Ȋ test, the one-way variance analysis (ANOVA) or Welsch Test and the Games-Howell or Hochberg's post hoc test.
The research has shown that the differences between the organization of pedagogical processes influence the realization of hiking contents in kindergarten and school in all four factors: organizational, personnel, content and material. By analyzing the data of the survey questionnaire, it has been found that the preschool and school teachers mostly follow the recommendations and regulations regarding hiking contents, which are written in Kurikulum za vrtce [Kindergarten Curriculum] (2009) and Učni načrt za športno vzgojo [Physical Education Curriculum] (2011). The results of the research have shown that there are statistically significant differences between the preschool and school teachers in the frequency of performing activities in nature, in the type of the prevailing physical activity in nature, in carrying out excursions and orientation excursions, in the possibility of parental attendance on excursions, in the organization of the hiking club, and in the implementation of physical/sports programs with hiking content. Statistically significant differences between preschool and school teachers have also been revealed in the teaching of the following theoretical hiking content: “The characteristics of the surrounding area or the area where the hike or walk is taking place” and “the impact of walking on the organism”. Statistically significant differences have also been demonstrated in the assessment of the following limiting factors in the organization and implementation of practical hiking content: “Lack of financial resources for paying escorts”, “unsuitable equipment for children/students” and “there are not enough excursion sites for this age group nearby”.