Orman Okuluna Devam Eden Çocukların Okul Kavramına Yönelik Fenomenolojik Bir Araştırma

Yıl 2019, Cilt: 7 Sayı: 4, 1386 - 1407, 31.10.2019

Deniz Kahriman Pamuk Berat Ahi

Öz

Söz konusu bu araştırma okul öncesi eğitimini orman okulunda alan çocukların okul fenomuna
yönelik deneyimlerini anlamayı amaçlamaktadır. Bu amaç doğrultusunda araştırma 32 çocuktan
oluşan bir çalışma grubuyla yürütülmüştür. Araştırma nitel araştırma yöntemlerinden biri olan
fenomenoloji modeli esas alınarak yürütülmüştür. Araştırmanın verilerini çocukların okul hakkındaki
çizimleri ve çizimlerine dair yapılan görüşme kayıtları oluşturmaktadır. Elde edilen veriler postpozitivist
felsefe temelinde araştırmacı merkezli yöntemlerden biri olan üçgenleme tekniğine dayalı
olarak analiz edilmiştir. Araştırma sonucunda çocukların ormanı bir mekân olarak algıladıkları ve bu
şekilde deneyimledikleri tespit edilmiştir. Orman okullarının çocuk-doğa ilişkisi, keşif duygusu,
arkadaşlık ilişkileri ve oyunun çocuğun okul hayatındaki yeri açısından güçlü yönlerinin varlığı tespit
edilmiştir. Ayrıca çocukların önemli bir bölümü orman okulunda kendilerini iyi hissettiklerini
belirtmişlerdir. Tüm bu sonuçlardan hareketle araştırmacılar farklı paydaşlarla yürütülen çalışmaların
önemine dikkat çekmekle birlikte orman okulunun okul denilen fenomu yeniden
şekillendirebileceğini ve bunun araştırılmaya değer olduğunu düşünmektedirler.

Anahtar Kelimeler

Orman okulu, okul fenomu, çocuk, fenomenoloji

A Phenomenological Study on the School Concept of the Children Attending the Forest School

Öz

The current study aims to understand the experiences of the preschool children attending
forest school in relation to the school phenomenon. To this end, the current study was conducted on a
study group comprised of 32 children. The study was carried out on the basis of the
phenomenological model, one of the qualitative research methods. The data of the study were
collected through the children’s drawings and interviews. The collected data were analyzed by using
the triangulation technique, one of the researcher-centered methods built on post-positivist
philosophy. As a result of the study, it was concluded that the children perceive the forest as a place
and experience it in this way. The forest schools were found to have some strengths in terms of childnature
relationship, sense of discovery, friendship relations and the place of the play in the child’s
school life. Moreover, a significant number of children stated that they feel good in the forest school.
On the basis of all these findings, the researchers point out the importance of the studies to be
conducted with different associates and it can be argued that the forest school can reshape the
phenomenon called the school and that this is worth researching.

Anahtar Kelimeler

Forest school, the phenomenon of school, child, phenomenology

Kaynakça

• Aksoy, P., & Baran, G. (2010, November). 60-72 aylık cocuklarin okula iliskin algilarinin resim yoluyla incelenmesi. In International Conference on New Trends in Education and Their Implications (pp. 11-13).
• Bay, D. N., Geyik, S., & Caliskan, Y. M. (2019). Okul oncesi donem cocuklarnin okul algilarinin belirlenmesi. Ihlara Egitim Arastirmaları Dergisi, 4(1), 1-17.
• Bergen, D. (Ed.). (1988). Play as a medium for learning and development: A handbook of theory and practice. Portsmouth, NH: Heinemann.
• Bergen, D. (2017). Technology and outdoor play.T.Waller, E. Ärlemalm-Hagsér, E.B.H. Sandseter, L. Lee-Hammond, K. Lekies & S. & Wyver (Eds.). Handbook of outdoor play and learning. United Kingdom: Sage.
• Berk, L. E. (2009). Child development. (Eight Edition). Boston: Pearson.
• Bilton, H. (2002). Outdoor play in the early years: Management and innovation. David Fulton Publishers.
• Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation. Upper Saddle River, NJ: Pearson.
• Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. (Revised Edition). National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426.
• Brooker, E., Blaise, M., & Edwards, S. (Eds.). (2014). SAGE handbook of play and learning in early childhood. Sage.
• Brundrett, M. (2011). The National Curriculum review: remit and response, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39(3), 217 – 220.
• Cevher-Kalburan, N. (2019). Riskli oyunun cevre egitimi acısından onemi ve alternative yaklasimlar. D. Kahriman-Pamuk (Ed.), Erken cocukluk doneminde cevre egitimi ve surdurulebilirlik. Ankara: Anı Yayıncılık.
• Chawla, L. (1988). Children's concern for the natural environment. Children's Environments Quarterly, 13- 20.
• Cheng, J. C. H., & Monroe, M. C. (2012). Connection to nature: Children’s affective attitude toward nature. Environment and Behavior, 44(1), 31-49.
• Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5(1), 68-80.
• Coates, J. K., & Pimlott‐Wilson, H. (2019). Learning while playing: Children's forest school experiences in the UK. British Educational Research Journal, 45(1), 21-40.
• Colaizzi, P., F. (1978). Psychological reserach as the phenomenologist views it. In R. Vaile & M. King (Eds.), Existential phenomenological alternatives for psychology (pp. 48-71). New York: Oxford University Press.
• Connolly, M., & Haughton, C. (2017). The perception, management and performance of risk amongst Forest School educators. British Journal of Sociology of Education, 38(2), 105-124.
• Constable, K. (2012). The outdoor classroom ages 3-7: Using ideas from forest schools to enrich learning. Routledge.
• Creswell, J., W. (2013). Qualitative inquiry & research methods: Choosing among five approaches. (3rd edition). Thounsand Oaks, CA: Sage.
• Creswell, J., W. & Miller, D., L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.
• Davis, J. (1998). Young children, environmental education, and the future. Early Childhood Education Journal, 26(2), 117-123.
• Davis, J. M. (Ed.). (2014). Young children and the environment. Cambridge University Press.
• Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Journal of Outdoor and Environmental Education, 15(2), 24-35.
• Ebbeling, C. B., Pawlak, D. B., & Ludwig, D. S. (2002). Childhood obesity: Public-health crisis, common sense cure. The Lancet, 360(9331), 473-482.
• Elliott, S., & Chancellor, B. (2014). From forest preschool to bush kinder: An inspirational approach to preschool provision in Australia. Australasian Journal of Early Childhood, 39(4), 45.
• Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577-598.
• Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.
• Forest School Association (FSA). (2007). Retreived from www.forestschoolassociation.org
• Husserl, E. (1931). Ideas: General introduction to pure phenomenology. (D. Carr, Trans.). Evanston, IL: Northwestern University Press.
• Kahriman-Pamuk, D. (2019). Erken cocukluk doneminde cevre egitimi. D. Kahriman-Pamuk (Ed.), Erken cocukluk doneminde cevre egitimi ve surdurulebilirlik. Ankara: Anı Yayıncılık.
• Kanyal, M., & Cooper, L. (2010). Young children's perceptions of their school experience: a comparative study between England and India. Procedia-Social and Behavioral Sciences, 2(2), 3605-3613.
• Kenny, E. (2013). Forest kindergartens: The cedarsong way. Children, Youth and Environments, 24(2), 239-241.
• Knight, S. (2009). Forest school and outdoor learning in the early years. London: Sage.
• Knight, S. (2012). Forest school for all. London: Sage.
• Knight, S. (2013). International perspectives on forest school: Natural places to play and run. London: Sage.
• Kossack, A., & Bogner, F. (2012). How does a one-day environmental education programme support individual connectedness with nature? Journal of Biological Education, 46(3), 180-187.
• Little, H., Sandseter, E. B. H., & Wyver, S. (2012). Early childhood teachers’ beliefs about children’s risky play in Australia and Norway. Contemporary Issues in Early Childhood, 13(4), 300–316. doi: 10.2304/ciec.2012.13.4.300.
• Little, H. (2015). Mothers’ beliefs about risk and risk-taking in children’s outdoor play. Journal of Adventure Education & Outdoor Learning, 15(1), 24-39.
• Little, H., & Eager, D. (2010). Risk, challenge and safety: Implications for play quality and playground design. European Early Childhood Education Research Journal, 18(4), 497-513.
• Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood, 33(2), 33–40.
• Louv, R. (2010). Dogadaki son cocuk. Cev. C. Temurcu). Ankara: TUBITAK. (Original Title: Last child in the wood).
• Mackinder, M. (2017). Footprints in the woods:‘tracking’a nursery child through a Forest School session. Education 3-13, 45(2), 176-190.
• Malone, K., & Tranter, P. (2003). Children's environmental learning and the use, design and management of schoolgrounds. Children Youth and Environments, 13(2), 87-137.
• Maynard, T. (2007). Forest Schools in Great Britain: an initial exploration. Contemporary Issues in Early Childhood, 8(4), 320-331.
• Miles, M., B., & Huberman, A., M. (1994). Qualitative data analysis: A sourcebook of new methods. (2nd edition). Thousand Oak, CA: Sage.
• Ministry of National Education, (MoNE). (2013). Okul oncesi egitim programı. Ankara: MEB.
• Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
• Nawaz, H., & Blackwell, S. (2014). Perceptions about forest schools: Encouraging and promoting Archimedes Forest Schools. Educational Research and Reviews, 9(15), 498-503.
• Niffenegger, J. P., & Willer, L. R. (1998). Friendship behaviors during early childhood and beyond. Early Childhood Education Journal, 26(2), 95-99.
• North American Association for Environmental Education (NAAEE) (2010). Early childhood environmental education programs: Guidelines for excellence, Washington, DC: NAAEE.
• O'Brien, L. (2009). Learning outdoors: the Forest School approach. Education 3–13, 37(1), 45-60.
• O’Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265.
• Organisation for Economic Cooperation and Development (OECD) (2001). OECD Country Note: early childhood education and care policy in Denmark. http://www.oecd.org/dataoecd/31/56/33685537.pdf.
• Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47, 88-94.
• Ouvry, M. (2003). Exercising muscles and minds: Outdoor play and the early years curriculum. Jessica Kingsley Publishers.
• Palmer, S. (2018). What is toxic childhood?. R. House & D. Loewenthal (Eds.), Childhood, well-being and a therapeutic ethos. United Kingdom: Routledge.
• Phenice, L. A., & Griffore, R. J. (2003). Young children and the natural world. Contemporary Issues in Early Childhood, 4(2), 167-171.
• Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A childfocused case study of Forest School. Children's Geographies, 10(1), 49-65.
• Rivkin, M. S. (1995). The great outdoors: Restoring children's right to play outside. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC.
• Sandseter, E. B. H., Little, H., & Wyver, S. (2012). Do theory and pedagogy have an impact on provisions for outdoor learning? A comparison of approaches in Australia and Norway. Journal of Adventure Education & Outdoor Learning, 12(3), 167-182.
• Sandseter, E.B.H. (2007). Categorising risky play—how can we identify risk-taking in children’s play? European Early Childhood Education Research Journal, 15(2), 237-252.
• Sandseter, E.B.H. (2009b). Characteristics of risky play. Journal of Adventure Education ve Outdoor Learning, 9(1), 3-21.
• Sandseter, E.B.H. (2010). ‘It tickles in my tummy!’-Understanding children’s risk-taking in play through reversal theory. Journal of Early Childhood Research, 8(1), 67–88.
• Sandseter, E.B.H. (2012). Children’s risky play in early childhood education and care. Childlinks, 3, 2-6.
• Sandseter, E.H.B. (2009a). Affordances for risky play in preschool: The importance of features in the play environment. Early Childhood Education Journal, 36, 439-446.
• Slade, M., Lowery, C., & Bland, K. E. N. (2013). Evaluating the impact of Forest Schools: a collaboration between a university and a primary school. Support for Learning, 28(2), 66-72.
• Sobel, D. (2014). Learning to walk between the raindrops: The value of nature preschools and forest kindergartens. Children Youth and Environments, 24(2), 228-238.
• Sutterby, J.A. & Frost, J. (2014). Creating Play Environments for Early Childhood: Indoors and Out. B.
• Spodek & O.N. Saracho (Eds.). Handbook of research on the education of young children. United Kingdom: Routledge.
• Tranter, P., & Pawson, E. (2001). Children's access to local environments: a case-study of Christchurch, New Zealand. Local Environment, 6(1), 27-48.
• Turkish Language Association (2019). Turkish dictionary. Retrevied from http://www.tdk.gov.tr/index.php?option=com_content&view=frontpage&Itemid=1
• Turkish Statical Institue. (2019). City indicator. Retrevied from tuik.gov.tr/UstMenu.do?metod=istgosterge
• Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. NY: New York University Press.
• Williams-Siegfredson, J. (2012). Understanding the Danish Forest School Approach. Early Years Education in Practice. Oxon: Routledge.
• Wilson, J. K. (2012). The German forest: Nature, identity, and the contestation of a national symbol, 1871- 1914 (Vol. 11). University of Toronto Press.
• Wood, E., & Attfield, J. (2005). Play, learning and the early childhood curriculum. United Kingdom: Sage.
• Wortham, S. C. (2002). Early childhood curriculum: Developmental bases for learning and teaching. Upper Saddle River, New Jersey: Pearson Merrill/Prentice Hall.