The preschool period is crucial for shaping children's understanding of nature and their relationship with living beings. Children learn about natural science mainly through experience, observation, and active participation. The method of learning has a significant impact on the quality of knowledge and the sustainability of acquired concepts. Therefore, it makes sense to explore the effects of different pedagogical approaches in the preschool period.
In my thesis, I explored the influence of different pedagogical approaches to learning about toads on the knowledge, attitudes, and artistic expression of children aged 5–6 years. Particular emphasis was placed on comparing learning through direct experience with a live toad and learning without direct contact, based on the use of photographs and videos. The purpose of the study was to determine the extent to which each approach influences preschool children's drawings, their understanding of natural science content, and the formation of their attitudes toward animals in the preschool period.
The research was conducted in a kindergarten and included a control group (14 children) and an experimental group (18 children). I collected data through three consecutive interviews and analysis of children's drawings. I processed the data quantitatively and compared it between groups and over time.
The results showed that both approaches had a positive effect on the children's knowledge and their attitude toward toads. After the activities, children in both groups demonstrated a greater understanding of the characteristics of toads and a more positive and empathetic attitude toward animals. However, significant differences were found in the long-term retention of knowledge. Children who had direct experience with live toads retained more knowledge even after five weeks and expressed richer ideas, which was particularly evident in their more detailed and complex drawings.
The thesis has broader implications for preschool education, as it confirms the important role of experiential and active learning in the acquisition of natural science content. For pedagogical practice in kindergartens, it offers insights that direct contact with living organisms contributes significantly to more lasting knowledge and the development of a positive attitude towards nature, while emphasizing that photographs and videos are an effective supplement or alternative when direct experience is not feasible.
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