Page 80 - Učilnica za življenje

Nataša Dolenc in Nastja Cotič

ževanja o učenju na prostem, da bodo lahko kasneje otrokom nudili spod-
budno okolje za njihov celostni razvoj, kajti učenje na prostem ni le izobra-
ževalno, temveč tudi zabavno, povezuje jih z naravo, spodbuja trajnostni ži-
vljenjski slog in jih pripravlja na prihodnje izzive.
Raziskavo bi lahko nadgradili tako, da bi vanjo zajeli študente vseh letnikov
študijskega programa Predšolska vzgoja ter na podlagi dobljenih podatkov
izvedli primerjavo med letniki. Lahko bi tudi razširili vprašalnik, ki bi zajemal
več odprtih vprašanj, in s tem dobili boljši vpogled v usposobljenost za po-
učevanje na prostem. Smiselno bi bilo tudi razmisliti o smernicah za izboljša-
nje kakovosti izobraževanja na tem področju.

Literatura
Alexander, J., North, M. W., in Hendren, D. K. (1995). Master gardener classroom
garden project: An evaluation of the benefits to children. Child Environ-
ments, 12(2), 124–133.
Biber, K., Cankorur, H., Güler R. S., in Demir, E. (2023). Investigation of environ-
mental awareness and attitudes of children attending nature entred pri-
vate kindergartens and public kindergartens. Australian Journal of Enviro-
nmental Education, 39(1), 4–16.
Behrentd, M., in Franklin, T. (2014). A review of research on school field trips and
their value in education. TheInternationalJournalofEnvironmentalandSci-
ence Education, 9(3), 235–245.
Bento, G., in Dias, G. (2017). The importance of outdoor play for young children’s
healthy development. Porto Biomedical Journal, 2(5), 157–160.
Borsos, É., Banos-González, I., Boric, E., Lyngved Staberg, R., in Fekete, A. B.
(2022). Trainee teachers’ perceptions of outdoor education. Environmen-
tal Education Research, 28(10), 1490–1509.
Brynjegard, S. (2001). School gardens: Raising environmental awareness in chil-
dren (ERIC Documentation Reproduction Service št. ED452085). School of
Education, Dominican University of California.
Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning
Literature, 30(4), 433–452.
Cooper, A. (2015). Nature and the outdoor learning environment: The forgotten
resource in early childhood education. International Journal of Early Child-
hood Environmental Education, 3(1), 86–98.
Crain, W. (2001). How nature helps children develop. Montessori Life, 9(2), 41–43.
Davies, M. M. (1996). Outdoors: An important context for young children’s de-
velopment. Early Child Development and Care, 115, 37–49.
Doğan, S. A., in Boz, M. (2019). An investigation of pre-school teachers’ views
and practices about pre-school outdoor play. İlköğretim Online, 18(2), 681–
697.

80