As part of nature, especially in preschool, the child longs for genuine contact with the natural environment that surrounds them. Coexistence with the living and non-living world is taught to children by gaining experience and exploring in different natural ecosystems. Educators are increasingly aware of the importance of strong contact between the child and nature for its integrated development, so they increasingly choose to implement activities on a nearby meadow, pond, forest, park and sometimes activities related to farm life. Direct daily contact with the rural environment can give a child a sense of responsibility for nature, but at the same time it represents a diverse "playground" in which the child enters into contact with animals, plants, ancient folk traditions, methods of production and processing of food, machinery and the specific lifestyle of the people living there.
In my thesis, I wanted to find out what kind of perceptions and knowledge of rural life children of the first age group in kindergarten have and to prepare activities that will be suitable for their developmental abilities. The sample included 5 children of both genders, aged from 25 to 46 months. All children were regularly enrolled in farm day care at the time of survey. In research I used a method of observation with participation. This allowed me to gather a variety of information about what was going on between activities, the response of children and my own observations, which I wrote in a form of a diary. In addition, I also used an in-depth interview method to verify the knowledge of every individual child at the end of all activities. For a more comprehensive approach, I also included the parents of the children, to whom I distributed a survey questionnaire. I came to the conclusion that when answering the same questions, when talking to their parents and talking to me (in-depth interview), the children gave different answers about what activity they liked the most. Nevertheless, after analyzing all the data obtained, I found that in the vast majority of cases children emphasized activities related to farm animals, in particular the supply of cattle and hens. In mine and theirs parents view, a great impression on the children was made by visiting a neighboring farm, where children could observe the milking of cows. I found that children have mostly memorized the facts of farm animals and how to care for them (e. g. preparation of feed). On the other hand, with the exception of answers to basic questions, children have shown less interest in talking about activities related to crops. The same thing happened with the topic of food processing, with exception of conversations about baking the final cake.
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