Active learning in the preschool period is a significant form of learning that fosters a child's development across various domains. It places the child in an active role within the learning process and enables direct experiences with various objects and materials. In the theoretical part of the thesis, I discuss learning and its various forms, and describe the characteristics of a stimulating learning environment. The final section of the theoretical part focuses on the brown bear.
In the empirical part, I focused on planning activities where children learned about the brown bear via active learning. I conducted these activities with the first age group (children aged 2– 3 years). I documented evaluations and assessed the children's knowledge both before and after the activities. Creating a stimulating learning environment and involving the child in the active learning process have proven to be crucial. Finally, I conducted interviews with preschool teachers to identify the challenges they face in creating a stimulating learning environment for this age group. Preschool teachers face cetain challenges in shaping such an environment, including group size spatial organization, a lack of accessible materials and resources, and the needs to accommodate children's diverse develomental needs, abilities, and interets.
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