Primerjava igre in učenja na prostem v predšolskem obdobju in prvem vzgojno-izobraževalnem obdobju osnovne šole

Bojić, Mateja (author), Kos, Marjanca (mentor)

V današnjem času je sedentaren način življenja žal zelo prevladujoč. Pri tem niso izjema niti slovenski otroci in učenci. Številne, predvsem mednarodne, raziskave so pokazale kar nekaj prednosti izvajanja igre in učenja na prostem. Igra in učenje v naravnem okolju pozitivno vplivata na otrokovo oz. učenčevo motivacijo, samopodobo, samozavest, koncentracijo, socialno vključenost, motorične sposobnosti, koordinacijo in na številna druga področja celostnega razvoja. Primeri dobrih praks igre in učenja na prostem prihajajo predvsem iz tujine. V manjši meri so prisotni tudi pri nas. Ker je Slovenija bogata z naravnimi okolji, menimo, da bi morali v slovenskih vrtcih in šolah več pozornosti nameniti igri in učenju na prostem. Z magistrskim delom smo želeli ugotoviti realno stanje izvajanja igre in učenja na prostem v predšolskem obdobju in prvem vzgojno-izobraževalnem obdobju osnovne šole. Zanimalo nas je, kako pogosto vzgojitelji in učitelji prvega vzgojno-izobraževalnega obdobja izvajajo igro in učenje na prostem, katere dejavnosti izvajajo, katere prednosti opažajo pri izvajanju igre in učenja na prostem ter kaj jih ovira pri večji implementaciji igre in učenja na prostem. Raziskovali smo tudi, ali se pojavljajo razlike v pogostosti izvajanja igre in učenja na prostem med matičnimi in podružničnimi šolami ter med vrtci in šolami, ki so oz. niso vključeni v Mrežo gozdnih vrtcev in šol. Obenem smo skušali ugotoviti, ali se pojavljajo razlike v pogostosti izvajanja igre in učenja na prostem med vrtci in prvimi razredi osnovne šole ter med vrtci in drugimi ter tretjimi razredi osnovne šole. Izvedli smo pretežno kvantitativno raziskavo. V raziskavo je bilo vključenih 319 vzgojiteljev in učiteljev prvega vzgojno-izobraževalnega obdobja. Podatke smo zbirali s spletnim anketnim vprašalnikom, ki je vseboval vprašanja različnih tipov. Raziskava je bila v manjši meri tudi kvalitativna, saj smo intervjuvali dve vzgojiteljici in dve učiteljici prvega vzgojno-izobraževalnega obdobja osnovne šole. Rezultati raziskave so pokazali, da v toplem delu leta 75,2 % vzgojiteljev in učiteljev prvega vzgojno-izobraževalnega obdobja izvaja igro in učenje na prostem večkrat tedensko. V hladnem delu leta je ta odstotek nižji, in sicer 48,4 %. Najpogosteje z otroki in učenci igro in učenje na prostem izvajajo na travniku in v gozdu. Izsledki raziskave kažejo, da anketiranci zaznava vpliv igre in učenja na prostem predvsem v telesnem, kognitivnem in socialnem razvoju otrok in učencev. Med matičnimi in podružničnimi šolami se ne pojavljajo statistično pomembne razlike v pogostosti izvajanja igre in učenja na prostem. Rezultati so pokazali statistično pomembne razlike v pogostosti izvajanja igre in učenja na prostem v toplem delu leta med vrtci in šolami, ki so vključeni v Mrežo gozdnih vrtcev in šol, ter med vrtci in šolami, ki v omenjeno mrežo niso vključeni. Statistično pomembne razlike se pojavljajo tudi v pogostosti izvajanja igre in učenja na prostem med vrtci in prvimi razredi osnovne šole ter med vrtci in drugimi ter tretjimi razredi osnovne šole. Ugotovitve raziskave so koristne za vzgojitelje in učitelje razrednega pouka. Igra in učenje na prostem imata namreč velik pomen tako za otroke in učence kot za izvajalce pedagoškega procesa. Prav zato bi morali odrasli otrokom omogočiti več časa in možnosti za igro in učenje na prostem.

• Language: Slovenian
• Keywords: igra in učenje na prostem
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-137181
• COBISS.SI-ID: 110055683
• Publication date in RUL: 16.06.2022

Secondary language

• Language: English
• Title: Comparison of outdoor play and learning in the preschool period and in the first triad of primary school

Abstract

Nowadays, sedentary lifestyles are unfortunately very prevalent. Slovenian children and pupils are no exception. Many studies, especially international ones, have shown the many benefits of outdoor play and learning. Play and learning in a natural environment has a positive impact on a child's or pupil's motivation, self-esteem, selfconfidence, concentration, social inclusion, motor skills, coordination and many other areas. Examples of good practice in outdoor play and learning come mainly from abroad. To a lesser extent, they are also present here. Slovenia is rich in natural environments, and more attention should be paid to outdoor play and learning in Slovenian kindergartens and schools. The aim of this master thesis was to find out the real situation of outdoor play and learning in pre-school and the first educational period of primary school. We wanted to know how often educators and teachers of the first educational period implement outdoor play and learning, what activities they do, what benefits they see in implementing outdoor play and learning, and what barriers they face in implementing more outdoor play and learning. We also investigated whether there are differences in the frequency of outdoor play and learning in parent and branch schools and in kindergartens and schools that are or are not part of The Slovenian Network of Forest Kindergartens and Schools. We also tried to find out whether there are differences in the frequency of outdoor play and learning between kindergartens and the first grades of primary school, and between kindergartens and the second and third grades of primary school. We conducted a predominantly quantitative survey. The survey included 319 educators and teachers of the first educational period. Data were collected using an online survey questionnaire containing questions of different types. The survey was also, to a lesser extent, qualitative, as we interviewed two educators and two teachers of the first educational period. The survey results showed that 75,2 % of educators and teachers of the first educational period implement play and learn outdoors several times a week during the warm season. In the cold season, the percentage is lower (48,4 %). The most common outdoor play and learning activities with children and pupils are in meadows and woods. The results show that respondents perceive the impact of outdoor play and learning to be mainly in the physical, cognitive and social development of children and pupils. There are no statistically significant differences in the frequency of outdoor play and learning between parent and branch schools. The results showed statistically significant differences in the frequency of outdoor play and learning in the warm season between kindergartens and schools participating in The Slovenian Network of Forest Kindergartens and Schools and those not participating in the aforementioned network. There are also statistically significant differences in the frequency of outdoor play and learning between kindergartens and the first grades of primary school, and between kindergartens and the second and third grades of primary school. The findings are useful for educators and classroom teachers. Outdoor play and learning are of great importance for children and pupils, as well as for educators. That's why adults should give children more time and opportunities to play and learn outdoors.

• Keywords: outdoor play and learning