The master's thesis examines educational activities involving horses and their impact on children and adolescents participating in a six-day English and equestrian camp. The theoretical part consists of three chapters. The first chapter presents the fields of animal-assisted activities and animal-assisted therapy, with a particular emphasis on equine-assisted activities and therapy. The second chapter presents the aims and principles of experiential pedagogy and their connection to the aims of equine-assisted activities. It also introduces the field of experiential pedagogy involving horses. The third chapter first presents the concepts of the social group, stages of group development, and group dynamics. It then discusses the social group as a setting for social learning, with particular attention also given to social learning through equine-assisted activities. The empirical part is divided into two sections: group-level and individual-level analysis. Data were collected through participant observation and semi-structured interviews with the educational programme leader. We used a rating scale to support the observation process, while our observations were documented in the form of ethnographic field notes. In the group-level section, we observed the following aspects of group behaviour: mutual cooperation, helping and encouraging others, conflict resolution, persistence in activities, and attitude towards nature. We found that the group became more cohesive over the course of the camp. Increased cooperation and mutual support among the participants were also observed. In the individual-level section, we observed eight children and adolescents, focusing on whether the relationship they developed with a horse was associated with changes in interpersonal relationships, active participation, conflict resolution, and inclusion in the group. We found that several factors contributed to the progress observed among the children and adolescents in these areas: equine-assisted activities, the relationship with the horse, and the environment in which the camp took place. Life on farm, spending time together, and group activities that required cooperation all contributed significantly to strengthening group cohesion.
|
