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Anaokulu Dış Ortamı ve Doğa Bilgisinin Geliştirilmesinde Kullanımı

Year 2021, Volume: 21 Issue: 1, 72 - 83, 30.06.2021

Abstract

Anaokulu ortamı bir çocuk için ilginç, sürprizlerle, sırlarla ve yeni keşiflerle dolu olmalıdır. Çevreyi anlamak zordur, bu nedenle çevre coğrafi bir alan olarak parçalara bölünür ve incelenir. Bu durumda alan bir yer olur. Bu, bir çocuğun öğretmenin yardımıyla onu özümsediği ve kavrayacağı anlamına gelir. Bir çocuk için yer, özgürlük, güvenlik ve faaliyet ile ilişkilidir. Çocuk çevrenin dinamiklerini fark eder. Doğa, çevrenin önemli bir parçasıdır. Araştırma tasarımı bağımsız ve yapılandırılmamıştı. Veriler, anaokulu açık hava eğitim alanları ziyaret edilerek ve eğitimcilerle yapılan görüşmeler sırasında toplanmıştır. Otantik bilgiler, bireysel vakalar ve deneyimler analiz edildi. Her açık alan çeşitli şekillerde kullanıldı: 1) çocukların doğal nesnelerle tanıştığı bir doğa sınıfı olarak, 2) sakin, iletişim kurması iyi ve başkalarıyla oynaması rahat bir ev olarak ve 3) gizemler ve bilmecelerle dolu bir dünya olarak. Yaşa bağlı olarak çocuklar mekânı farklı şekilde tanırlar. Küçük olanlar (0-2 yaş) dünyayı hareketler ve beş duyu yoluyla bilirler. 2-5 yaşındakiler için dünya ağırlıklı olarak “sihirli” düşünme ve motor becerilerin gelişimi ile karakterizedir. Çevre bilgisi ve yer duygusu, doğal nesnelerle tanışmak ve onları keşfetmekle gerçekleşir. 5 yaşındaki çocuklarda mantık, empati, planlama becerileri ve dikkat gelişir. Farklı eğitimcilerin farklı dış mekanlardaki deneyimleri ve iç görüleri, onlara bir çocuğun doğa ile diyalog kurmasına nasıl yardımcı olduğuna dair bir fikir sağlar.

References

  • Agostini, F., Minelli, M., & Mandolesi, R. (2018). Outdoor education in Italian kindergartens: How teachers perceive child developmental trajectories. Frontiers in psychology, 9, 1911.
  • Azlina, W., & Zulkiflee, A. S. (2012). A pilot study: The impact of outdoor play spaces on kindergarten children. Procedia-Social and Behavioral Sciences, 38, 275-283.
  • Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The journal of environmental education, 40(2), 15-38.
  • Brukštutė, G. (2017). Erdvės suvokimas ir poveikis edukacinėje aplinkoje [Perception and impact of space in the educational environment]. Mokslas – Lietuvos ateitis. K.Šešelgio skaitymai - 2017/ Science–future of Lithuania. K. Šešelgis‘ readings – 2017, 9(1), 111–117.
  • Copeland, K. A., Kendeigh, C. A., Saelens, B. E., Kalkwarf, H. J., & Sherman, S. N. (2012). Physical activity in child-care centers: do teachers hold the key to the playground? Health education research, 27(1), 81-100.
  • Dahlgren, L. O., & Szczepanski, A. (1998). Outdoor education: Literary education and sensory experience.
  • Dirks, A. E., & Orvis, K. (2005). An evaluation of the junior master gardener program in third grade classrooms. HortTechnology, 15(3), 443-447.
  • Erdem, D. (2018). Kindergarten Teachers' Views about Outdoor Activities. Journal of Education and Learning, 7(3), 203-218.
  • Faddegon, P. A. (2005). The kids growing food school gardening program: Agricultural literacy and other educational outcomes. Cornell University.
  • Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.
  • Higgins, P. (1997). Outdoor education for sustainability: Making connections. Journal of Adventure Education and Outdoor Leadership, 13, 4-11. https://doi.org/10.3846/mla.2017.1006
  • Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. Children and nature: Psychological, sociocultural, and evolutionary investigations, 117151.
  • Makarskaitė-Petkevičienė, R. (2018). Lauko edukacinės erdvės: idėjos ir naujos ugdymo galimybės [Outdoor educational spaces: ideas and new educational opportunities]. Švietimas: politika, vadyba, kokybė / Education policy, management and Quality, 10(2), 75-90. http://oaji.net/articles/2019/513-1547537373.pdf
  • Moore, R. C., & Wong, H. H. (1997). Natural Learning: The Life of an Environmental Schoolyard. Creating Environments for Rediscovering Nature's Way of Teaching. MIG Communications, 800 Hearst Ave., Berkeley, CA 94710.
  • Moser, T., & Martinsen, M. T. (2010). The outdoor environment in Norwegian kindergartens as pedagogical space for toddlers' play, learning and development. European early childhood education research journal, 18(4), 457-471.
  • Pesce, C., Masci, I., Marchetti, R., Vazou, S., Sääkslahti, A., & Tomporowski, P. D. (2016). Deliberate play and preparation jointly benefit motor and cognitive development: mediated and moderated effects. Frontiers in Psychology, 7, 349.
  • Plungė, V. (2012). Erdvės ir laiko dimensijos sampratos pokyčiai šiuolaikiniuose sociokultūriniuose kontekstuose: teorinės įžvalgos ir modeliai. [The Transformations in the Conceptions of the Space and Time Dimensions in Contemporary Socio-Cultural Contexts: Theoretical Insights and Models]. Meno istorija ir kritika Art History & Criticism. 6-22. http://menufakultetas.vdu.lt/wp-content/uploads/2016/10/Mik8.pdf
  • Rennie, L. J., & McClafferty, T. P. (1996). Science centres and science learning.
  • Sampson S. (2016). Kaip užauginti gamtos vaiką? Meilės gamtai menas ir mokslas [How to Raise a Wild Child: The Art and Science of Falling in Love with Nature]. Vilnius: Vaga.
  • Skalstad, I., & Munkebye, E. (2021). Young children’s questions about science topics when situated in a natural outdoor environment: a qualitative study from kindergarten and primary school. International Journal of Science Education, 1-19.
  • Smith, L. L., & Motsenbocker, C. E. (2005). Impact of hands-on science through school gardening in Louisiana public elementary schools. HortTechnology, 15(3), 439-443.
  • Spencer, C. J., Spencer, C., & Blades, M. (Eds.). (2006). Children and their environments: Learning, using and designing spaces. Cambridge University Press.
  • Thorp, L., & Townsend, C. (2001, December). Agricultural education in an elementary school: An ethnographic study of a school garden. In Proceedings of the 28th Annual National Agricultural Education Research Conference in New Orleans, LA (pp. 347-360).
  • Waters, J., & Maynard, T. (2010). What's so interesting outside? A study of child‐initiated interaction with teachers in the natural outdoor environment. European Early Childhood Education Research Journal, 18(4), 473-483.

Kindergarten Outdoor Environment and Its Use in Developing Knowledge of Nature

Year 2021, Volume: 21 Issue: 1, 72 - 83, 30.06.2021

Abstract

The kindergarten environment should be interesting, full of surprises, secrets, and new discoveries for a child. It is difficult to cognise the environment, so as a geographical space it is divided and studied in parts. In that case, space becomes a place. This means that a child absorbs and cognises it with the help of the teacher. A place for a child is associated with freedom, security, and activity. The child notices the dynamics of the environment. Nature is an important part of the environment. The research design was free and unstructured. The data were collected by visiting kindergarten outdoor educational spaces and during the interviews with educators. Authentic information, individual cases and experiences were analysed. Each outdoor space was used in several ways: 1) as a nature class where the children were introduced to natural objects, 2) as a home which is calm, good to communicate and comfortable to play with others, and 3) as a world full of mysteries and riddles. Depending on the age, children cognise the space differently. The younger ones (0-2 years of age) know the world through movements and five senses. The 2-5-year-olds are predominantly characterised by “magical” thinking and the development of motor skills. The knowledge of the environment and the sense of place occur by getting acquainted with natural objects and exploring them. Logic, empathy, planning skills and attention are developed in children aged 5. The experiences and insights of different educators in different outdoor spaces provide an idea of how educators help a child establish a dialogue with nature.

References

  • Agostini, F., Minelli, M., & Mandolesi, R. (2018). Outdoor education in Italian kindergartens: How teachers perceive child developmental trajectories. Frontiers in psychology, 9, 1911.
  • Azlina, W., & Zulkiflee, A. S. (2012). A pilot study: The impact of outdoor play spaces on kindergarten children. Procedia-Social and Behavioral Sciences, 38, 275-283.
  • Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The journal of environmental education, 40(2), 15-38.
  • Brukštutė, G. (2017). Erdvės suvokimas ir poveikis edukacinėje aplinkoje [Perception and impact of space in the educational environment]. Mokslas – Lietuvos ateitis. K.Šešelgio skaitymai - 2017/ Science–future of Lithuania. K. Šešelgis‘ readings – 2017, 9(1), 111–117.
  • Copeland, K. A., Kendeigh, C. A., Saelens, B. E., Kalkwarf, H. J., & Sherman, S. N. (2012). Physical activity in child-care centers: do teachers hold the key to the playground? Health education research, 27(1), 81-100.
  • Dahlgren, L. O., & Szczepanski, A. (1998). Outdoor education: Literary education and sensory experience.
  • Dirks, A. E., & Orvis, K. (2005). An evaluation of the junior master gardener program in third grade classrooms. HortTechnology, 15(3), 443-447.
  • Erdem, D. (2018). Kindergarten Teachers' Views about Outdoor Activities. Journal of Education and Learning, 7(3), 203-218.
  • Faddegon, P. A. (2005). The kids growing food school gardening program: Agricultural literacy and other educational outcomes. Cornell University.
  • Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.
  • Higgins, P. (1997). Outdoor education for sustainability: Making connections. Journal of Adventure Education and Outdoor Leadership, 13, 4-11. https://doi.org/10.3846/mla.2017.1006
  • Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. Children and nature: Psychological, sociocultural, and evolutionary investigations, 117151.
  • Makarskaitė-Petkevičienė, R. (2018). Lauko edukacinės erdvės: idėjos ir naujos ugdymo galimybės [Outdoor educational spaces: ideas and new educational opportunities]. Švietimas: politika, vadyba, kokybė / Education policy, management and Quality, 10(2), 75-90. http://oaji.net/articles/2019/513-1547537373.pdf
  • Moore, R. C., & Wong, H. H. (1997). Natural Learning: The Life of an Environmental Schoolyard. Creating Environments for Rediscovering Nature's Way of Teaching. MIG Communications, 800 Hearst Ave., Berkeley, CA 94710.
  • Moser, T., & Martinsen, M. T. (2010). The outdoor environment in Norwegian kindergartens as pedagogical space for toddlers' play, learning and development. European early childhood education research journal, 18(4), 457-471.
  • Pesce, C., Masci, I., Marchetti, R., Vazou, S., Sääkslahti, A., & Tomporowski, P. D. (2016). Deliberate play and preparation jointly benefit motor and cognitive development: mediated and moderated effects. Frontiers in Psychology, 7, 349.
  • Plungė, V. (2012). Erdvės ir laiko dimensijos sampratos pokyčiai šiuolaikiniuose sociokultūriniuose kontekstuose: teorinės įžvalgos ir modeliai. [The Transformations in the Conceptions of the Space and Time Dimensions in Contemporary Socio-Cultural Contexts: Theoretical Insights and Models]. Meno istorija ir kritika Art History & Criticism. 6-22. http://menufakultetas.vdu.lt/wp-content/uploads/2016/10/Mik8.pdf
  • Rennie, L. J., & McClafferty, T. P. (1996). Science centres and science learning.
  • Sampson S. (2016). Kaip užauginti gamtos vaiką? Meilės gamtai menas ir mokslas [How to Raise a Wild Child: The Art and Science of Falling in Love with Nature]. Vilnius: Vaga.
  • Skalstad, I., & Munkebye, E. (2021). Young children’s questions about science topics when situated in a natural outdoor environment: a qualitative study from kindergarten and primary school. International Journal of Science Education, 1-19.
  • Smith, L. L., & Motsenbocker, C. E. (2005). Impact of hands-on science through school gardening in Louisiana public elementary schools. HortTechnology, 15(3), 439-443.
  • Spencer, C. J., Spencer, C., & Blades, M. (Eds.). (2006). Children and their environments: Learning, using and designing spaces. Cambridge University Press.
  • Thorp, L., & Townsend, C. (2001, December). Agricultural education in an elementary school: An ethnographic study of a school garden. In Proceedings of the 28th Annual National Agricultural Education Research Conference in New Orleans, LA (pp. 347-360).
  • Waters, J., & Maynard, T. (2010). What's so interesting outside? A study of child‐initiated interaction with teachers in the natural outdoor environment. European Early Childhood Education Research Journal, 18(4), 473-483.
There are 24 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Rita Makarskaitė-petkevičienė This is me 0000-0003-1653-8094

Nadia Venskuvienė 0000-0003-1870-3698

Publication Date June 30, 2021
Submission Date May 10, 2021
Published in Issue Year 2021 Volume: 21 Issue: 1

Cite

APA Makarskaitė-petkevičienė, R., & Venskuvienė, N. (2021). Kindergarten Outdoor Environment and Its Use in Developing Knowledge of Nature. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 72-83.