VPLIV TREH SKLOPOV NARAVOSLOVNIH DEJAVNOSTI V GOZDU (spoznavanje gozdne podrasti in lišajev, živali gozdnih tal ter drevesnih listov) NA ZNANJE 5–6 LET STARIH OTROK : diplomsko delo

Dolinšek, Lucija (author), Kos, Marjanca (mentor)

Narava je ključno okolje za celostni razvoj otrok, saj spodbuja njihovo raziskovalno radovednost, domišljijo in željo po učenju. Neposreden stik z naravo, zlasti v predšolskem obdobju, otrokom omogoča, da skozi igro, raziskovanje in opazovanje razvijajo prve predstave o rastlinah, živalih in ekosistemih. Z izobraževalnimi dejavnostmi v naravnem okolju lahko krepimo njihovo razumevanje naravnih procesov ter oblikujemo spoštovanje in ljubezen do narave. Namen raziskave je bil proučiti, kako naravoslovne dejavnosti v gozdu vplivajo na naravoslovno znanje otrok, starih pet do šest let, z osredotočanjem na gozdno podrast, živali gozdnih tal in drevesne liste. Raziskava je bila izvedena na vzorcu 21 otrok iz enote Vrtca Medo, starih pet do šest let. Zasnovali smo tri sklope dejavnosti, ki so vključevali spoznavanje gozdne podrasti in lišajev, živali gozdnih tal ter drevesnih listov. Otroci so se skozi igro in raziskovanje v naravnem okolju učili prepoznavati rastline, drobne živali in njihove značilnosti. Za zbiranje podatkov smo uporabili začetni test, izveden pred dejavnostmi, končni test takoj po zaključku dejavnosti in po 20 dneh, pozni končni test. Podatke o njihovem znanju smo analizirali kvantitativno in predstavili v obliki grafov. Rezultati raziskave so pokazali, da so bile začetne predstave otrok pogosto pomanjkljive ali napačne, kar je bilo deloma posledica medijskega vpliva in predsodkov. Na primer, otroci so pogosto verjeli, da so živali gozdnih tal nevarne, ali pa so praprot zamenjali za smreko. Po izvedenih dejavnostih so otroci pridobili ustrezna znanja, zlasti o drobnih živalih gozdnih tal. Izsledki raziskave kažejo na pomembnost učenja ob neposrednih izkušnjah v naravnem okolju. Naravoslovne dejavnosti v gozdu omogočajo otrokom, da razvijajo specifična in strokovna znanja, ki jih je treba utrjevati z rednimi dejavnostmi v naravnem okolju. V vrtcu se pogosto premalo posvečamo tem vsebinam, zato otroci teh znanj ne usvojijo.

• Language: Slovenian
• Keywords: začetno naravoslovje, naravoslovne dejavnosti, igra in učenje v naravnem okolju, izkušenjsko učenje, predšolski otroci.
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: L. Dolinšek
• Year: 2025
• Number of pages: 71 str.
• PID: 20.500.12556/RUL-168079
• UDC: 373.2.016:5(043.2)
• COBISS.SI-ID: 231100419
• Publication date in RUL: 28.03.2025

Secondary language

• Language: English
• Title: INFLUENCE OF THREE SETS OF NATURAL SCIENCE ACTIVITIES IN THE FOREST (Learning about Undergrowth and Lichens, Ground Animals and Tree Leaves) ON THE KNOWLEDGE OF 5-6-YEAR-OLD CHILDREN

Abstract

Nature is a key environment for the holistic development of children, as it fosters their curiosity, imagination, and desire to learn. Direct contact with nature, especially in early childhood, allows children to develop their first concepts of plants, animals, and ecosystems through play, exploration, and observation. Educational activities in a natural environment can enhance their understanding of natural processes and foster respect and love for nature. The aim of this research was to examine how science-related activities in the forest influence the scientific knowledge of children aged five to six, with a focus on forest undergrowth, forest floor animals, and tree leaves. The study was conducted on a sample of 21 children aged five to six from the Medo Kindergarten unit. We designed three sets of activities that included learning about forest undergrowth and lichens, forest floor animals, and tree leaves. Through play and exploration in the natural environment, the children learned to identify plants, small animals, and their characteristics. Data collection involved an initial test conducted before the activities, a final test immediately after the activities, and a delayed final test 20 days later. The children's knowledge was analyzed quantitatively and presented in graphical form. The research results showed that children's initial understanding was often incomplete or incorrect, partly due to media influence and preconceived notions. For example, children often believed that forest floor animals were dangerous or mistook ferns for spruce trees. After the activities, the children acquired accurate knowledge, particularly about small forest floor animals. The findings highlight the importance of learning through direct experiences in a natural environment. Science-related activities in the forest enable children to develop specific and expert knowledge, which should be reinforced through regular activities in nature. In kindergarten, these topics are often insufficiently addressed, leading to a lack of knowledge acquisition among children.

• Keywords: nature-based activities, play and learning in a natural environment, forest, experiential learning, preschool children.