Opazovanje spreminjanja narave v letnih časih z uporabo pristopov gozdne pedagogike v predšolskem obdobju : diplomsko delo

Dolinar, Romana (avtor), Kos, Marjanca (mentor)

Namen diplomskega dela je bilo raziskovanje vpliva gozdne pedagogike na razvoj naravoslovnega znanja in spretnosti pri predšolskih otrocih. Tematika, ki sem se ji posvetila, je spreminjanje narave skozi letne čase. Raziskovala sem odzive otrok ter njihovo napredovanje v znanju, opazovanju in razumevanju sezonskih sprememb v naravi ob rednih priložnostih za igro in učenje v naravi v daljšem časovnem obdobju. Za raziskovanje sem uporabila metodo kvalitativnega in kvantitativnega raziskovanja. Za postopek zbiranja podatkov sem uporabila intervju, ki sem ga izvedla pred začetkom dejavnosti in po končanem projektu. Metodo sem prilagodila razvojni stopnji otrok v skupini. Primerjala sem odgovore posameznega otroka pred in po končanem projektu. Vzorec je predstavljala skupina 10 dečkov in 8 deklic, od tega je 6 otrok starih 2 leti, 6 otrok 3 leta in 6 otrok 4 leta. Z njimi sem od meseca oktobra do sredine meseca maja preživljala čas v bližnjem gozdu, na travniku, ob potoku in v bližini reke. Otroke sem opazovala in slednje dokumentirala. Ob intuitivnem raziskovanju otrok sem pustila, da dejavnosti tečejo svojo pot. Osnovala sem raznolike igre, ki so spodbujale otroke k opazovanju in povezovanju sprememb skozi letne čase in razmišljanju o njih. Na začetku projekta sem ugotovila, da so predstave otrok o značilnostih žive in nežive narave v različnih letnih časih zaradi velike starostne razlike v skupini zelo raznolike. Starejši otroci so imeli nekatere predhodnje izkušnje, na podlagi katerih so razumeli določene pojave, ki se odvijajo ob posameznem letnem času. Razumevanje same besedne zveze »letni čas« se je zdelo zelo površinsko. Mlajši otroci so imeli na začetku zelo malo izkušenj z opisovanjem opazovanih pojavov, ki se odvijajo v naravi in ob menjavi letnih časov, k slednjemu je botroval skromnejši besedni zaklad. Razmišljanje otrok o naravnih pojavih je bilo povezano s pripovedmi iz knjig ali pesmi kot tudi z nekaterimi lastnimi izkušnjami, v katerih so bili otroci čustveno udeleženi. Reden stik z naravo in izkušnje z danimi materiali, s katerimi so imeli otroci številne priložnosti za igro in raziskovanje, opazovanje in spoznavanje sprememb v letnih časih, je prispevala k boljšim povezavam s prvotnim znanjem in k razširitvi besednega zaklada. Otroci so preko opazovanja in prepoznavanja prilagoditev v naravnem okolju ter tudi preko izdelovanja vizualnega plakata, ki je pripomogel k stalnemu obnavljanju izkušenj, osnovali v svojem pogledu bistvene značilnosti letnega časa ter pomen slednjih pri obnavljanju ter povezovanju z naravo. Ob samem spoznavanju so razvijali lastno igro, mišljenje ter tako krepili svojo samozavest ter vedno bolj zaupali v svoje sposobnosti. Moje diplomsko delo prikazuje način, kako vzpostaviti edinstven odnos med otroki in naravnim okoljem. Otroci so bili med projektom prepuščeni sledenju svojim interesom in željam. Imeli so možnost, da se predajo naravnemu ritmu, navežejo poseben odnos ter spontano spoznavajo našo odvisnost od naravnega okolja. V diplomskem delu sem poudarila tudi pomen nevsiljivega podajanja znanja otrokom. Osnovne poučne okvire raziskovanja sem podala s pomočjo lutke, ki je otroke vselej stimulirala k lastnemu razmišljanju ter odkrivanju. Otroke sem navajala na iskanje lastnih odgovorov ter odkrivanj in na neodvisnost od odgovorov ter posredovanja odraslih. Izbrana naravna okolja sem izpostavila kot odprta, stimulativna in kot bogat vir raziskovanja, kjer se lahko otroci in vzgojitelji prepustijo toku dogajanja okrog sebe, posledično raziskovanja in skupnega odkrivanja različnih interesov. Naravni prostori nimajo vnaprej danih struktur, ki bi otroke omejevale, temveč jim prav ti dajo možnost inovativnega doživljanja. Slednje je otrokom samo po sebi poglavitni vir igre, raziskovanja ter intuitivnega učenja. Odraslim omogočajo nevsiljivo vključevanje v otroški vpogled, kako si slednji osmišljajo svet, ki jih obdaja, omogočajo razvijanje novih zamisli in implementiranje le-teh v že obstoječe znanje. Ob uspešno končanem projektu so bili otroci samozavestnejši in bolj neodvisni pri svoji igri ter raziskovanju. Poznavanje letnih časov in bistvenih pojavov, ki se odvijajo v njihovi domeni, se je v času projekta poglavitno izboljšalo. Otrokom sem prepustila, da so z lastnimi predlogi vodili svojo pot skozi spoznavanje letnih časov, krepili lastno mišljenje ter vez z naravo. Namen diplomskega dela je bilo raziskovanje vpliva gozdne pedagogike na razvoj naravoslovnega znanja in spretnosti pri predšolskih otrocih. Tematika, ki sem se ji posvetila, je spreminjanje narave skozi letne čase. Raziskovala sem odzive otrok ter njihovo napredovanje v znanju, opazovanju in razumevanju sezonskih sprememb v naravi ob rednih priložnostih za igro in učenje v naravi v daljšem časovnem obdobju. Za raziskovanje sem uporabila metodo kvalitativnega in kvantitativnega raziskovanja. Za postopek zbiranja podatkov sem uporabila intervju, ki sem ga izvedla pred začetkom dejavnosti in po končanem projektu. Metodo sem prilagodila razvojni stopnji otrok v skupini. Primerjala sem odgovore posameznega otroka pred in po končanem projektu. Vzorec je predstavljala skupina 10 dečkov in 8 deklic, od tega je 6 otrok starih 2 leti, 6 otrok 3 leta in 6 otrok 4 leta. Z njimi sem od meseca oktobra do sredine meseca maja preživljala čas v bližnjem gozdu, na travniku, ob potoku in v bližini reke. Otroke sem opazovala in slednje dokumentirala. Ob intuitivnem raziskovanju otrok sem pustila, da dejavnosti tečejo svojo pot. Osnovala sem raznolike igre, ki so spodbujale otroke k opazovanju in povezovanju sprememb skozi letne čase in razmišljanju o njih. Na začetku projekta sem ugotovila, da so predstave otrok o značilnostih žive in nežive narave v različnih letnih časih zaradi velike starostne razlike v skupini zelo raznolike. Starejši otroci so imeli nekatere predhodnje izkušnje, na podlagi katerih so razumeli določene pojave, ki se odvijajo ob posameznem letnem času. Razumevanje same besedne zveze »letni čas« se je zdelo zelo površinsko. Mlajši otroci so imeli na začetku zelo malo izkušenj z opisovanjem opazovanih pojavov, ki se odvijajo v naravi in ob menjavi letnih časov, k slednjemu je botroval skromnejši besedni zaklad. Razmišljanje otrok o naravnih pojavih je bilo povezano s pripovedmi iz knjig ali pesmi kot tudi z nekaterimi lastnimi izkušnjami, v katerih so bili otroci čustveno udeleženi. Reden stik z naravo in izkušnje z danimi materiali, s katerimi so imeli otroci številne priložnosti za igro in raziskovanje, opazovanje in spoznavanje sprememb v letnih časih, je prispevala k boljšim povezavam s prvotnim znanjem in k razširitvi besednega zaklada. Otroci so preko opazovanja in prepoznavanja prilagoditev v naravnem okolju ter tudi preko izdelovanja vizualnega plakata, ki je pripomogel k stalnemu obnavljanju izkušenj, osnovali v svojem pogledu bistvene značilnosti letnega časa ter pomen slednjih pri obnavljanju ter povezovanju z naravo. Ob samem spoznavanju so razvijali lastno igro, mišljenje ter tako krepili svojo samozavest ter vedno bolj zaupali v svoje sposobnosti. Moje diplomsko delo prikazuje način, kako vzpostaviti edinstven odnos med otroki in naravnim okoljem. Otroci so bili med projektom prepuščeni sledenju svojim interesom in željam. Imeli so možnost, da se predajo naravnemu ritmu, navežejo poseben odnos ter spontano spoznavajo našo odvisnost od naravnega okolja. V diplomskem delu sem poudarila tudi pomen nevsiljivega podajanja znanja otrokom. Osnovne poučne okvire raziskovanja sem podala s pomočjo lutke, ki je otroke vselej stimulirala k lastnemu razmišljanju ter odkrivanju. Otroke sem navajala na iskanje lastnih odgovorov ter odkrivanj in na neodvisnost od odgovorov ter posredovanja odraslih. Izbrana naravna okolja sem izpostavila kot odprta, stimulativna in kot bogat vir raziskovanja, kjer se lahko otroci in vzgojitelji prepustijo toku dogajanja okrog sebe, posledično raziskovanja in skupnega odkrivanja različnih interesov. Naravni prostori nimajo vnaprej danih struktur, ki bi otroke omejevale, temveč jim prav ti dajo možnost inovativnega doživljanja. Slednje je otrokom samo po sebi poglavitni vir igre, raziskovanja ter intuitivnega učenja. Odraslim omogočajo nevsiljivo vključevanje v otroški vpogled, kako si slednji osmišljajo svet, ki jih obdaja, omogočajo razvijanje novih zamisli in implementiranje le-teh v že obstoječe znanje. Ob uspešno končanem projektu so bili otroci samozavestnejši in bolj neodvisni pri svoji igri ter raziskovanju. Poznavanje letnih časov in bistvenih pojavov, ki se odvijajo v njihovi domeni, se je v času projekta poglavitno izboljšalo. Otrokom sem prepustila, da so z lastnimi predlogi vodili svojo pot skozi spoznavanje letnih časov, krepili lastno mišljenje ter vez z naravo.

• Jezik: Slovenski jezik
• Ključne besede: začetno naravoslovje, gozdna pedagogika, letni časi, spreminjanje narave skozi letne čase
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [R. Dolinar]
• Leto izida: 2015
• Št. strani: 69 f.
• PID: 20.500.12556/RUL-72353
• UDK: 373.2.016:50(043.2)
• COBISS.SI-ID: 10684233
• Datum objave v RUL: 15.09.2015

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Observing seasonal changes in nature through forest pedagogy approach in the preschool period

Izvleček

The purpose of this diploma paper was to explore the influence of forest pedagogy on developing knowledge of nature and abilities of preschool children. The topic I focused on was the transformation of nature through each season changing. I researched children’s responses and their progress in knowledge, observation and understanding of seasonal changes emerging in the nature, alongside regular opportunities for play and learning within natural environments in a longer period of time. For research, I used both qualitative and quantitative methods of exploration. For the process of data collection, I used the interview that I conducted prior to the beginning of activities and after completing the project. I adjusted the method to the development stage of children in the group. As well, I compared the answers of each child before and after the project. The sample represented a group of 10 boys and 8 girls, of which there were 6 children aged 2, 6 children aged 3 and 6 children aged 4. From October to mid-May, we were spending time together in the nearby forest, on a meadow, beside a stream and in close proximity of a river. I was studying the children and documented my observations. At times of children’s intuitive exploration, I left the activities run their own course. I created a variety of games which encouraged children to observe, incorporate and reflect on changes throughout the seasons. At the beginning of the project, I realized that the children’s views on animate and inanimate nature in different seasons of the year were very diverse due to considerate age differences within the group. Older children had had some prior experiences, on the basis of which they understood certain phenomena taking place in each season. Moreover, understanding of the phrase "season" seemed very superficial, while at the beginning of the project younger children had very little experience describing the observed phenomena taking place in the nature and its changing seasons. At the time that resulted in more modest vocabulary. Children’s way of thinking about natural phenomena was associated with descriptions from books or songs, as well as some of their own experiences in which they were emotionally involved. Regular contact with nature and experiences with given materials gave children many opportunities to play, explore, observe and learn about seasonal changes, which led to better linking of knowledge with their previous knowledge, as well as to expansion of children’s vocabulary. Through observation and identification of adaptations in the natural environment, as well as by making a visual poster which contributed to ongoing revision of experience, children in their own view founded essential features of the season and their importance in restoring and connecting with nature. In the process of attaining understanding, children developed their own game and their own way of thinking, thus strengthening their self-esteem and gaining confidence in their own abilities. This diploma paper shows a way of establishing a unique relationship between children and the natural environment. During the project, children were left to follow their own interests and preferences. They had the opportunity to surrender to the natural rhythm, to establish a special relationship and spontaneously learn of our dependence on the natural environment. In my diploma paper, I also emphasized the importance of the unobtrusive way of passing knowledge to children. With the help of a puppet, I offered basic educational frameworks, which were always presented in a way that encouraged children to think and discover on their own. I encouraged the children to search for their own answers and discoveries, as well as to not depend on responses and interventions from adults. I pointed out the selected natural environments as open, simulative and as an abundant source for exploration, where children and educators can surrender to the flow of events happening around them, such as researching and discovering diverse interests together. Natural spaces do not have prior structures that would restrict children, but offer the possibility of innovative experiences. The spaces themselves became the main source of creating games, exploration and intuitive learning while allowing adults unobtrusive integration into children’s insight concerning the world around them, enabling the development of new ideas and implementation of such in to a about natural phenomena was associated with descriptions from books or songs, as well as some of their own experiences in which they were emotionally involved. Regular contact with nature and experiences with given materials gave children many opportunities to play, explore, observe and learn about seasonal changes, which led to better linking of knowledge with their previous knowledge, as well as to expansion of children’s vocabulary. Through observation and identification of adaptations in the natural environment, as well as by making a visual poster which contributed to ongoing revision of experience, children in their own view founded essential features of the season and their importance in restoring and connecting with nature. In the process of attaining understanding, children developed their own game and their own way of thinking, thus strengthening their self-esteem and gaining confidence in their own abilities. This diploma paper shows a way of establishing a unique relationship between children and the natural environment. During the project, children were left to follow their own interests and preferences. They had the opportunity to surrender to the natural rhythm, to establish a special relationship and spontaneously learn of our dependence on the natural environment. In my diploma paper, I also emphasized the importance of the unobtrusive way of passing knowledge to children. With the help of a puppet, I offered basic educational frameworks, which were always presented in a way that encouraged children to think and discover on their own. I encouraged the children to search for their own answers and discoveries, as well as to not depend on responses and interventions from adults. I pointed out the selected natural environments as open, simulative and as an abundant source for exploration, where children and educators can surrender to the flow of events happening around them, such as researching and discovering diverse interests together. Natural spaces do not have prior structures that would restrict children, but offer the possibility of innovative experiences. The spaces themselves became the main source of creating games, exploration and intuitive learning while allowing adults unobtrusive integration into children’s insight concerning the world around them, enabling the development of new ideas and implementation of such in to already existing knowledge. Upon successful completion of the project, children were more confident and more independent in their play and exploration. Knowledge of the seasons and significant events taking place in their domain improved significantly within the course of the project. Children were left to offer suggestions in leading the way to learning about the seasons, reinforcing their own thinking and bond with nature.

• Ključne besede: forest pedagogy