Zunanje okolje kot učni prostor za zgodnje učenje naravoslovja in gibanja
DOI:
https://doi.org/10.55707/ds-po.v41i2.183Ključne besede:
predšolska vzgoja, učenje na prostem, medpodročno povezovanje, naravoslovje, gibanje, vzgojiteljiPovzetek
Učenje na prostem prispeva k celostnemu razvoju otrok, a se v vrtcih uporablja redkeje, kot bi pričakovali, zato smo na podlagi stališč 108 vzgojiteljev preučili, kako se tovrstne dejavnosti izvajajo v slovenskih vrtcih. Analizirali smo tudi izzive in prakse v povezavi z medpodročnim povezovanjem naravoslovja in gibanja. Rezultati kažejo, da vzgojitelji učenju na prostem pripisujejo velik pomen, pri čemer letni čas vpliva na obseg dejavnosti. Najpogosteje se dejavnosti izvajajo na vrtčevskem igrišču in na travnatih ali gozdnih površinah. Izkušenejši in višje izobraženi vzgojitelji pogosteje načrtujejo medpodročne dejavnosti na prostem. Med naravoslovnimi vsebinami prevladujejo vremenski pojavi in živa narava, na področju gibanja pa se poudarjajo razvoj koordinacije in ravnotežja ter temeljne oblike gibanja. Vzgojitelji se pri poučevanju na prostem soočajo z ovirami, kot so zagotavljanje varnosti, časovna omejenost, vremenski pogoji, pomanjkanje ustrezne opreme in dostopnost do naravnega okolja. Razlike v izvajanju učenja na prostem se kažejo glede na delovno dobo, izobrazbo in okolje vrtca. Raziskava poudarja potrebo po dodatnem strokovnem izpopolnjevanju za kakovostnejše izvajanje učenja na prostem.
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