Formalna in neformalna izobraževanja otrok na prostem

• Main Author: Fister, Zala
• Other Authors: Torkar, Gregor
• Format: Master Thesis
• Language: Slovenian
• Published: 2019
• Subjects: izkušenjsko učenje; learning experience; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=108398; https://repozitorij.uni-lj.si/Dokument.php?id=119358&dn=; https://plus.si.cobiss.net/opac7/bib/12490313 ?lang=sl

Vse več slovenskih vzgojiteljev, učiteljev in drugih, ki delajo z otroki, se zaveda, da narava v vseh letnih časih in v vsakem vremenu zagotavlja pomembne izkušnje, ter v skladu s tem tudi delujejo. Po mnenju strokovnih delavcev iz tujine, ki so redno z otroki na prostem, je mogoče velik del kurikularnih ciljev dosegati v zunanjih okoljih. S kvalitativno raziskavo sem ugotavljala, kakšne oblike formalnega in neformalnega izobraževanja na prostem obstajajo v slovenskem prostoru. Glavni cilj je bil raziskati, kaj se dogaja v praksi teh institucij. K sodelovanju v raziskavi sem povabila izvajalce (informante), ki delajo z mlajšimi otroki in/ali izobražujejo pedagoge o igri in učenju na prostem. Oblikovala sem polstrukturirane intervjuje in jih izvedla s 26 izvajalci iz 21 formalnih in neformalnih institucij. Odkrivala sem, kakšne poglede na omenjeno temo imajo in kakšne so njihove izkušnje v praksi. V slovenskem prostoru obstajajo institucije, ki pedagogom v formalnih institucijah omogočajo mreženje, izobraževanje in spodbude pri izvedbi izobraževanja na prostem. V zadnjih nekaj letih so bile ustanovljene tudi neformalne institucije, ki omogočajo in spodbujajo prostočasne aktivnosti na prostem ob popoldnevih, med vikendi in v času počitnic. Nekatere ponujajo dnevno varstvo predšolskih otrok v naravnih okoljih, vabijo pa tudi otroke, ki se šolajo na domu. Informanti pri delu z otroki dajejo prednost prosti igri pred strukturiranimi dejavnostmi, čeprav večina pripravlja tudi vodene aktivnosti. Otrokom zaupajo, da bodo sami poskrbeli za lastno varnost, in so naklonjeni tvegani igri. Otroci v neformalnih institucijah lahko plezajo na drevesa brez odrasle osebe v neposredni bližini, uporabljajo nož, zakurijo ogenj ipd. Tam imajo nekoliko širši okvir možnosti kot njihovi vrstniki v javnih šolah in vrtcih. Institucije se pri svojem delu srečujejo z različnimi ovirami. Informanti predlagajo ukrepe, ki bi javnim vrtcem in šolam določali minimalni delež izvajanja kurikuluma oz. učnih načrtov na prostem. Predstavniki neformalnih institucij si želijo opredelitve zakonodaje, ki bi omogočala in urejala gozdne vrtce, gozdne šole in doživljajska igrišča. Sodelujoči spodbujajo vzgojitelje, učitelje, ravnatelje in predstavnike lokalnih skupnosti, da se zavzamejo in omogočijo otrokom igro in učenje v pristnih učnih kontekstih. Izobraževanje na prostem ima velik pomen za vse vključene in bi moralo postati vsakdanja praksa v vseh vrtcih in šolah tudi zato, ker s tem otrokom posredujemo ljubeč in odgovoren odnos do narave. More and more Slovenian educators, teachers and others who work with children are aware that nature provides important experience in all seasons and in any weather. They educate children with this in mind. According to foreign literature, teachers claim that a large part of curricular goals can be achieved outdoors. Through qualitative research, I explored what forms of formal and informal outdoor education exist in Slovenia. The main goal was to investigate the practice of these institutions. I invited preschool teachers, teachers and others, who work with younger children (informants) to participate in the survey. I created semi-structured interviews and carried out the interviews with 26 informants from 21 formal and informal institutions. I researched their views on the subject and experiences. There are institutions in Slovenia that enable teachers in formal institutions to network, educate and promote outdoor education. Some informal institutions offer and promote leisure activities outdoors during the afternoon, during weekends and during holidays. Some offer day care for young children in natural environments. During their work with young children informants give priority to free play before structured activities, although most prepare also guided activities. Informants have confidence in the children to take care of their own safety and value risky play. Children in informal institutions can climb trees without an adult in the immediate vicinity, use a knife, burn a fire, etc. These children have a broader scope of opportunities than children enrolled in formal institutions. Institutions are faced with various obstacles in their efforts. Informants propose legal measures to enforce a minimum amount of outdoor education in formal institutions. Informants from informal institutions propose forming a legislation that would allow and regulate forest preschools, forest schools and adventure playgrounds. Participants encourage educators, principals and local community representatives to engage and enable children to experience genuine learning. Outdoor education has a great importance for everybody involved and should become a daily practice in all nursery schools and schools. This is how we pass to children a loving and responsible care for nature.