In planning my diploma thesis, an opportunity arose to conduct the practical part in a mixed-age kindergarten group in my local area, Breginj. Working in a mixed-age group presents a unique challenge, as it requires adapting activities to a wide age range of children. When searching for a natural science-related topic suitable for this challenge, I aimed to focus on experiential learning and hands-on experiences, multisensory learning, learning outside the kindergarten, and connecting children with the local environment. The presence of sheep grazing near the kindergarten sparked the idea to choose this animal as the central theme of my diploma theiss. Not only is the sheep perceived as a soft, warm, and gentle animal by most children from an early age, but the Bovec sheep also holds significance within the natural and cultural heritage of this region.
One of the objectives of the thesis project was to design activities aimed at acquiring knowledge about sheep that would inclusively engage all children in the mixed-age kindergarten group, ranging from one to six years old. Another objective was to implement and explore the suitability, effectiveness, as well as the advantages and disadvantages of the mixed-age kindergarten group for conducting such activities. We observed the children and utilized descriptive and causal-nonexperimental research methods. The sample consisted of 10 children aged 1-6 years. Initially, we conducted individual semi-structured interviews with 14 questions regarding the sheep's anatomy, behavior, diet, and its significance to humans. One of the questions was answered through drawing. Since younger children may not grasp the meaning of words sufficiently and may not express themselves verbally well enough, we only included children aged four and above in the interviews, of which there were only three. Activity sessions followed the interviews. Final interviews were conducted, the first on the day after the activities concluded, and the second four weeks later.
Nine days of activities took place over a three-week period. The activities focused on understanding sheep biology and its significance to humans. The initial activity involved direct experience with sheep in a nearby pasture. Children observed the sheep's body parts, differences between a sheep, ram, and lamb, grazing, chewing cud, defecation, lamb suckling, feeling wool, listening to bleating, observing sheep behavior, searching for hoofprints in the pasture, and, with the help of a local shepherd, examining a sheep's mouth and observing sheep shearing. Sheep visits were repeated. Supplementary activities at the kindergarten (puzzle of sheep body parts, observing a ram's skull, sensory exploration of hay) enhanced the experience. Subsequently, children learned about the shepherd's profession and played with simple toys that children who once performed this task used. They were also visited by a trained sheepdog, observing its skills. They explored the nearby pasture and forest, which had grown due to the abandoned pasture, comparing them and learning about the sheep's impact on the cultural landscape. They learned about wool properties and its production, made a product using wet felting technique, observed clothing weaving, the process of dry felting, and categorized wool and other materials products. They learned about sheep milk and dairy products, made butter, and practiced milking on a sheep model. They visited a local museum collection with exhibits on wool and dairy product manufacturing. We interlinked natural science activities with music, art, physical activity, language (stories and songs), social interaction, and technology.
Analysis of observations and comparison of initial and final interview results indicated that the conducted activities facilitated knowledge acquisition about sheep and were suitable for a wide age range of children in the mixed-age kindergarten group. The experience with live animals and concrete materials served as a motivation source for engaging in more challenging content, especially for younger children.
In our project, the sheep connected children of different ages with each other, linked children with the local environment, and integrated with the curriculum. Due to the small sample size, generalizing our results is not possible. Our work contributes to understanding the planning and implementation of natural science and other activities in mixed-age kindergarten groups.
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