ASSESSING FOREST PEDAGOGY IN THE CONTEXT OF NORTHERN EUROPEAN EDUCATION AND CULTURE

Year 2025, Volume: 15 Issue: 3, 1246 - 1279, 30.07.2025

Fatma Yalçın , Feyza Tantekin Erden

https://doi.org/10.24315/tred.1473598

Abstract

Forest pedagogy, originating from the cultural and early childhood education practices in Northern Europe, has become increasingly popular worldwide, including in Türkiye. Consequently, the number of forest kindergartens has steadily risen. Nevertheless, the widespread adoption of such approaches has attracted criticism from several perspectives. The criticisms surround the utilization of a 'copy-paste' method in nations that have adopted it, as well as a lack of understanding in recognizing the historical, cultural, and educational principles that form the basis of forest pedagogy. This research seeks to assess forest pedagogy, with a focus on Nordic climate, cultural, and historical context, as well as its use in early childhood education. The objective is to eliminate misunderstandings regarding forest kindergartens in Türkiye. In order to achieve this objective, a comprehensive review of existing literature was carried out, resulting in a review and presentation of the obtained information as well as the development of several suggestions specifically tailored for the implementation of forest kindergartens in Türkiye.

Keywords

Nordic Pedagogy, Nordic Culture, Forest Pedagogy, Forest Kindergarten

KUZEY AVRUPA KÜLTÜRÜ VE EĞİTİMİ BAĞLAMINDA ORMAN PEDAGOJİSİNİ ANLAMAK

Abstract

Kökleri Kuzey Avrupa Kültür ve Erken Çocukluk Eğitimi anlayışına dayananan Orman Pedagojisi Türkiye de dahil olmak üzere dünyanın pek çok ülkesinde popülerlik kazanmış ve buna bağlı olarak orman anaokullarının sayısı giderek artmıştır. Ancak, bu popülariteye bağlı olarak dünyada yapılan uygulamalar çeşitli açılardan eleştiri almaktadır. Özellikle yaklaşımın uyarlandığı ülkelerde yapılan uygulamaların "kopyala-yapıştır" anlayışıyla uygulanması ve Orman Pedagojisinin altında yatan tarihi, kültürel ve eğitsel temellerin anlaşılamaması bu eleştiriler arasındadır. Benzer bir anlayışın Türkiye'deki Orman anaokulları için de söz konusu olmaması adına bu çalışmada, Orman Pedagojisinin ortaya çıktığı coğrafyanın iklim, kültürel ve tarihi özellikler ve erken çocukluk eğitimi anlayışı göz önünde bulundurularak değerlendirmesi amaçlanmıştır. Bu amaç doğrultusunda kapsamlı bir alanyazın taraması sonucu elde edilen bilgiler sentezlenerek sunulmuş ve Türkiye'deki Orman Anaokulları için çeşitli önerilerde bulunulmuştur.

Keywords

Nordik Pedagoji, Nordik Kültürü, Orman Pedagojisi, Orman Anaokulu

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