Anaokulu Dış Ortamı ve Doğa Bilgisinin Geliştirilmesinde Kullanımı

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

Rita Makarskaitė-petkevičienė Nadia Venskuvienė

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.

Keywords

Anaokulu dış ortamı, Eğitim alanları, Doğa bilgisi, Erken çocukluk eğitimi

Kindergarten Outdoor Environment and Its Use in Developing Knowledge of Nature

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.

Keywords

Kindergarten Outdoor Environment, Educational Spaces, Knowledge of Nature, Early Childhood Education.

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