Title Šumski vrtić Title (english) Forest kindergarten Author Marija Bogat Mentor Marina Vilenica (mentor)Committee member Marina Vilenica (predsjednik povjerenstva)Committee member Svetlana Novaković (član povjerenstva)Committee member Goran Trupčević (član povjerenstva)Granter University of Zagreb Defense date and country 2023-08-28, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Specifičan tijek razvoja djeteta teško je predvidjeti jer je priroda ljudskog razvoja kontinuirano promjenjiva, a mijenja se pod utjecajem različitih čimbenika. Bez obzira na nepredvidivost ljudskog razvoja, najznačajnije razdoblje za razvoj kognitivnih vještina obuhvaća dob od tri do šest godina i u manjoj mjeri od sedam do 12 godina. Svaka vrtićka ustanova trebala bi biti što više individualno usmjerena na odgoj i obrazovanje djeteta, a okruženje za učenje trebalo bi biti sadržajno raznoliko i osigurati prikladne uvjete za učenje i istraživanje svakom djetetu. Ljudsko psihičko i fizičko zdravlje ovise o prirodnom okolišu koji je izvor čistog zraka, vode, zdravog tla i hrane, a slobodna igra u prirodnom okruženju važna je odrednica socijalizacije i kognitivnog razvoja svakog djeteta. Pojam „šumska škola“ ili „šumski vrtić“ koristi se za opisivanje zanimljivog, kreativnog i motivirajućeg odgojno-obrazovnog pristupa igri i učenju na otvorenom, kako za djecu, tako i za mlade i odrasle. Ovaj izraz potiče iz engleskog obrazovnog sustava, a odnosi se na ustanove koje koriste vanjski prostor u procesu odgoja i obrazovanja djece, odnosno šumske vrtiće, dječje vrtiće u prirodi ili šumske skupine djece predškolske dobi, što je posebice karakteristično za zemlje Skandinavije. Skandinavski pristup korištenju vanjskog prostora kao dijela pedagogije ranih dječjih ustanova ima svoje korijene u radu njemačkog pedagoga Friedricha Wilhelma Augusta Fröbela, koji je nadahnuo danske pedagoge da pokrenu sustav odgojno-obrazovnih aktivnosti predškolske djece u prirodnom okruženju, što je omogućilo da djeca od najranije dobi stječu iskustva i uče na otvorenom. Provođenje odgojno obrazovnih aktivnosti u prirodnom okruženju rezultiralo je razvojem novog pristupa odgoju i učenju, u čijem je fokusu obrazovanje djeteta u prirodnom okruženju od najranije životne dobi. Ovakav pristup ranom odgoju i obrazovanju sve je više prihvaćen diljem svijeta te se provodi kao dio kurikuluma šumskih vrtića.
Abstract (english) The specific course of a child's development is difficult to predict due to the continuous alteration of the nature of human development, which changes under the influence of various factors. Despite the unpredictability of human development, the most significant period for cognitive skills development spans the ages between three and six and to a lesser extent from ages seven to 12. Every kindergarten institution should be as individually focused on the child's education as possible, while the learning environment should be diverse in terms of content and should provide adequate conditions for child’s learning and exploration. Human mental and physical health depend on the natural environment, which is a source of clean air, water, healthy soil and food. Spontaneous play in natural environments is an important determinant of socialization and cognitive development of every child. The term "forest school" or "forest kindergarten" is used to describe an interesting, creative and motivating educational approach to outdoor play and learning, for children, young people, but also adults. This term originates from the English education system, and refers to institutions using outdoor space in the process of children’s education, i.e. forest kindergartens, kindergartens in nature or forest groups of preschool children, which are particularly characteristic for Scandinavian countries. The Scandinavian approach to the use of outdoor space as part of the early childhood institutions’ pedagogy has its roots in the work of the German pedagogue Friedrich Wilhelm August Fröbel. He inspired Danish pedagogues to start a system of educational activities for preschool children in the natural environment, which enabled children to acquire experiences and learn outdoors. The implementation of educational activities in natural environment has resulted in the development of a new approach to education and learning, the focus of which is the child’s outdoor education from the earliest age. This approach to early education is increasingly accepted around the world and is implemented as part of the curriculum of forest kindergartens.
Keywords
aktivnosti na otvorenom
igra
pedagogija
prirodoslovlje
šuma
šumski vrtić
Keywords (english)
outdoor activities
game
pedagogy
science
forest
forest kindergarten
Language croatian URN:NBN urn:nbn:hr:147:092203 Study programme Title: Undergraduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-10-04 11:50:22
