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Alternativni pedagoški koncepti, šumska pedagogija i šumski vrtići postaju sve zastupljeniji u mnogim zemljama. Cilj je ovog završnog rada informiranje i učenje o takvim konceptima u svrhu boljeg upoznavanja dječjih potreba. Spomenuti koncept pruža djetetu priliku da svakodnevno provodi vrijeme u prirodi učeći o okolišu i prirodnim fenomenima te razvijajući motoričke i socijalne vještine, kreativnost i maštu. Odgajatelji u šumskom vrtiću podržavaju dječju radoznalost, promatraju njihove interese i potrebe te pružaju podršku u neformalnom učenju u prirodnom okruženju s naglaskom na slobodnu igru i fleksibilan kurikulum. U ovome se radu tako govori o samom razvoju šumske pedagogije tijekom povijesti – od 19. stoljeća u radu Friedricha Fröbela pa sve do njezina suvremenog poimanja. Također, u radu su opisani i začetci šumskih vrtića, njihov utjecaj na cjelokupan razvoj djeteta, kao i njihova rasprostranjenost u Hrvatskoj i svijetu. S obzirom na značaj šumske pedagogije u ovome se radu govori i o europskim projektima koji je promiču. Prvi je dio rada teorijski, dok je drugi dio rada istraživački u sklopu kojeg je proveden polustrukturirani intervju u svrhu istraživanja plana i programa rada šumskog vrtića, odnosno obrta za čuvanje djece Šumska djeca u Puli. Alternative pedagogical concepts, such as forest pedagogy and forest kindergartens, are becoming more common in many countries. This final paper aims to inform and learn about such concepts to better understand childrens needs. The mentioned concept allows the child to spend time in nature daily, learning about the environment and natural phenomena, and developing motor and social skills, creativity, and imagination. Educators in the forest kindergarten support childrens curiosity, observe their interests and needs and provide support for informal learning in a natural environment with an emphasis on free play and a flexible curriculum. This paper also talks about the development of forest pedagogy throughout history, from the 19th century in the work of Friedrich Fröbel to its contemporary understanding. Also, the paper describes the beginnings of forest kindergartens, their influence on the overall development of the child, and their prevalence in Croatia and around the world. Given the importance of forest pedagogy, this paper also discusses European projects that are being promoted. The first part of the work is theoretical, while the second part is exploratory, in which a semi-structured interview was conducted to research the work plan and program of the forest kindergarten, that is, childcare trade Šumska djeca in Pula.

Predšolski otroci preživijo velik del vsakdanjika v vrtcih, zato je treba umestiti obisk gozda, kot najobsežnejšega naravnega okolja v Sloveniji, v programe predšolskega varstva otrok. Na podlagi anket vzgojiteljev javnih vrtcev v Sloveniji (N = 133) smo analizirali navade, namene, ovire in skrbi pri obiskovanju gozda. V največji meri sta pogostost in dolžina obiska gozda odvisni od njegove oddaljenosti. Navade obiska gozda med gozdnimi vrtci, vključeni mi v Mrežo gozdnih vrtcev, ki jo organizira Inštitut za gozdno pedagogiko, se večinoma ne razlikujejo značilno od splošnih javnih vrtcev. Najpomembnejša razlika med njimi je pogostejši obisk v slabšem vremenu in sam namen obiska gozda. Glavne skrbi pri obisku gozda so klopi, strah pred poškodbami in neprimerna oprema otrok. Za manj pogostejši obisk gozda vzgojitelji navajajo med drugim tudi druge vzgojne prioritete vrtcev in premalo podpore s strani vodstva ter staršev, kar nakazuje potrebo po strateški promociji, izobraževanju in implementaciji preživljanja časa v gozdu v okviru predšolske vzgoje. Preschool children spend a large part of their everyday life in kindergartens, so it is necessary to include visits to the forest, which is the most extensive natural environment in Slovenia, in preschool childcare programs. Based on surveys with preschool teachers of public kindergartens in Slovenia (N = 133), we analysed the habits, purposes, barriers and concerns associated with visiting the forest. The frequency and duration of forest visits largely depend on the distance of the forest from the kindergarten. The habits of forest visits among forest kindergartens which are included in the Network of Forest Kindergartens organized by the Institute of Forest Pedagogy do not differ significantly from that of general public kindergartens. They differ mainly with respect to the frequency of visitation in bad weather and the purpose of visitation. The main concerns when visiting the forest are ticks, fear of injury, and the children having inappropriate equipment. The reasons for less frequent forest visitation include different pedagogical priorities of the kindergartens and lack of support from the management and parents, which highlight the need for the strategic promotion and implementation of forest visitation in preschool education.

Šumska pedagogija prilično je mlada disciplina alternativne pedagogije. Zbog užurbanog načina života, urbanizacije, klimatskih i drugih promjena u okolišu, šuma postaje poprilično važan segment ljudskih života. Kako je dijete cjelovito biće, koje ima svoje potrebe i interese, šumska pedagogija zasniva se na praktičnom učenju te se time potiče holistički razvoj djeteta. Šumska pedagogija ističe značaj konstruktivističkog učenja u kojem dijete aktivno, istražujući okolinu i kroz interakciju sa svijetom, konstruira znanje i razumijevanje. Djeca, provodeći vrijeme u prirodi, istražuju te raznim aktivnostima pridonose razvoju svojih spoznajnih, emocionalnih, motoričkih i stvaralačkih sposobnosti. Boravak u prirodi ima puno prednosti, što pokazuju i rezultati mnogih istraživanja. Zbog poticajnog okruženja djeca su u pokretu te im se povećava motorička spremnost (okretnost, ravnoteža, snalažljivost i spretnost), razvijaju sve kognitivne sposobnosti, povećava im se osjetljivost na stres i depresiju te postoji pozitivan utjecaj na mentalno zdravlje. Svrha je ovoga rada ukazati na važnost i vrijednosti šumske pedagogije, no i istaknuti negativne učinke. Prikazani su šumski vrtići u svijetu i u Hrvatskoj. Također, u ovom je radu prikazano zašto je bitno primjenjivati i implementirati šumsku pedagogiju u odgojno-obrazovni rad. Forest pedagogy is quite young discipline of alternative pedagogy. Because of hectic way of life, urbanization, Climate and other changes in our environment, Is becoming pretty important segment of human life. As a child is a creature, who has there needs and interests, forest pedagogy is based on practical learning which encourages holistic child development. Forest pedagogy emphasizes the importance of constructivists learning in which child is active, Researching the environment through interaction with the world construct knowledge and understanding. Children who spend time in nature research and with versatile activities contribute development of their cognitive, emotional, motor and creative skills. Spending time in nature has a lot of advantages, which is shown by the results of many researchers, Because of that surroundings children are constantly moving and with that sing their motor skills readiness (agility, body balance, nimbleness and adroitness) they develop their cognitive skills, it increases sensibility of stress and depression, and it positively affects on the child’s mental health. The purpose of this work is to show an important and valuable aspect of forest pedagogy, but also to show the negativities of it as well. We are shown forest kindergartens in the world and in Croatia, as well as why it is important to apply and implement forest pedagogy into the educational work.

Šumski dječji vrtići razlikuju se od klasičnih po tome što djeca cjelodnevni boravak u vrtiću provode na otvorenom, točnije u šumi. Nakon otvaranja prvog šumskog vrtića u Danskoj, najprije se takav model proširio po skandinavskim zemljama i Njemačkoj, a zatim i dalje u svijetu. Šumska pedagogija podrazumijeva upoznavanje djece sa šumskim ekosustavima uključujući odgojno-obrazovni rad u prirodnom okruženju. Za rad u takvom vrtiću potrebne su kompetencije odgojitelja na području ekologije i stalno stručno usavršavanje. Ističe se pozitivan utjecaj prirode na psihofizičko zdravlje djece, komunikacijsku kompetenciju te kreativnost. Posebno se naglašava stvaranje svijesti djeteta o ispravnim postupcima prema prirodi, kako se u njoj ponašati i zaštiti. U radu je opisan način rada jednog šumskog dječjeg vrtića u Njemačkoj, u kojem djeca kroz igru u prirodi uče svim osjetilima., Forest kindergartens differ from the classic ones in that children spend the whole day in nature, more precisely in the forest. After the first forest kindergartens had opened in Denmark, this model first spread to the Scandinavian countries and Germany, and then further into the world. Forest pedagogy involves introducing children to forest ecosystems, including educational work in the natural environment. Working in such a kindergarten requires the competencies of educators in the field of ecology and continuous professional development. The positive influence of nature on the psychophysical health of children, communication competence and creativity is emphasized. Special emphasis is placed on creating a child's awareness of the right actions towards nature, how to behave and protect it. This paper describes how one specific forest kindergarten in Germany works, in which children learn with all their senses by playing in nature.

Klimatske promjene i suvremeni ekološki problemi najviše su uzrokovani načinom ekonomskog rasta razvijenih zemalja. Urbanizacijom su se smanjile zelene površine. Održivi razvoj od aktualnog problema prerastao u imperativ razvoja suvremene civilizacije. Budući da se vrijednosti, stavovi i obrasci ponašanja usvajaju u najranijoj životnoj dobi, upravo je to trenutak kada odgoj i obrazovanje za održiv razvoj treba početi. Šuma je izuzetna i zdrava lokacija za učenje koja omogućava osjetilna iskustva, puno više nego drugi ekosustavi, potiče sposobnost promatranja i slušanja, stimulira socijalne interakcije među djecom, a šumski dječji vrtići idealno su mjesto iskustvenog učenja. U radu će se predstaviti šumski dječji vrtići u Danskoj i Hrvatskoj, analizirati će se prednosti i nedostaci ovih dječjih vrtića u odnosu na druge dječje vrtiće. Dati smjernice implementacije sadržaja šumske pedagogije u radu s djecom predškolske dobi. Na osnovu proučene literature došlo se do zaključaka kako šumski dječji vrtići djeci predškolske dobi pružaju mogućnost većeg boravka djece u prirodi. Izraženiji su pozitivni učinci na dječji psihofizički razvoj u odnosu na konvencionalne vrtiće. U šumskim dječjim vrtićima zastupljeniji su sadržaji ekološkog odgoja čime djeca dobivaju i bolje temelje za održiv način života. Šumski dječji vrtići nedovoljno su zastupljeni u Republici Hrvatskoj u odnosu na Dansku i općenito. Climate change and modern environmental problems are mostly caused by the way economic growth of developed countries. Urbanization has reduced green areas. Sustainable development has grown from a current problem into an imperative for the development of modern civilization. Since values, attitudes, and patterns of behavior are adopted at the earliest age, this is precisely the moment when education for sustainable development needs to begin. The forest is an exceptional and healthy learning location that provides sensory experiences, much more than other ecosystems, encourages the ability to observe and listen, stimulates social interactions among children, and forest kindergartens are an ideal place for experiential learning. The paper will present forest kindergartens in Denmark and Croatia, and will analyze the advantages and disadvantages of these kindergartens compared to other kindergartens. Give guidelines for the implementation of the content of forest pedagogy in working with preschool children. Based on the studied literature, it was concluded that forest kindergartens provide preschool children with the possibility of greater stay of children in nature. The positive effects on children's psychophysical development are more pronounced compared to conventional kindergartens. In forest kindergartens, the contents of ecological education are more represented, which gives children a better foundation for a sustainable way of life. Forest kindergartens are insufficiently represented in the Republic of Croatia in relation to Denmark and in general.

Važnost stjecanja neposrednog iskustva prepoznali su u svojim teorijama brojni pedagozi i psiholozi. Razvojem alternativnih pedagoških ideja i koncepata, ideja šumske pedagogije snažno se ukorijenila u brojnim zemljama, u kojima je i danas uspješno provođena unutar odgojno-obrazovnog sustava. U tom pogledu posebno se ističe područje Skandinavije, gdje je tradicija slobodnog odgoja i boravak na otvorenom dio svakodnevice, a osobito u polju odgoja i obrazovanja. Na području Hrvatske također je bilo elemenata ove alternativne pedagoške koncepcije. Međutim, danas je ona premalo istraživana te se, za razliku od ostalih europskih zemalja, šumska pedagogija provodi najčešće kroz nesustavne oblike rada. Cilj ovog rada je analiza provedbe šumske pedagogije unutar sustava odgoja i obrazovanja na području određenih europskih zemalja - Danske i Švedske, Velike Britanije i Hrvatske. Analizom dostupne literature uočene su sličnosti i minimalne razlike u provedbi između skandinavskih zemalja, što i ne čudi s obzirom na njihovu kulturološku bliskost. Velika Britanija primjer je europske države koja je na tragu skandinavskog modela, no postoje značajne razlike u metodama rada u odnosu na Dansku i Švedsku. Razlog tomu su brojni čimbenici poput niže razine autonomije odgojno-obrazovnih djelatnika te strah od preuzimanja rizika koji je ključan dio implementacije pristupa šumske pedagogije, kao i ostale kulturološke razlike. Navedeno se osobito ističe u praksi na području Hrvatske, koja, izuzev jednog šumskog vrtića, metode šumske pedagogije u sustav odgoja i obrazovanja uključuje povremeno, a najčešće putem vanjskih suradnika, odnosno različitih udruga i organizacija koje se bave širenjem i razvojem šumske pedagogije na našem području. The importance of gaining direct experience has been recognized by numerous pedagogues and psychologists in their theoretical frameworks. With the development of alternative pedagogical ideas and concepts, the idea of forest pedagogy has established a strong basis in various many countries and is still successfully implemented within the educational systems. The best example of this are the Scandinavian countries, where the tradition of free upbringing and outdoor living is part of everyday life but has also spread on the field of education. Moreover, some elements of this alternative pedagogical approach exist in Croatian education system. However, today it is insufficiently researched, and, unlike other European countries, forest pedagogy is most often implemented through non-systematic forms of work. The aim of this paper is to analyse the implementation of forest pedagogy within the education system in some European countries - Denmark and Sweden, Great Britain and Croatia. The analysis of the available literature revealed similarities and minimal differences in implementation between the Scandinavian countries, which considering their cultural similarities is not surprising. Furthermore, The United Kingdom is an example of an European country that follows in the footsteps of the Scandinavian model, but there are significant differences in working methods compared to Denmark and Sweden. This is due to several factors such as the lower level of autonomy of educators and the fear of taking risks which is a key part of implementing the forest pedagogy approach, as well as some other cultural differences. This is especially true in practice within Croatia, where except for one forest kindergarten, forest pedagogy methods are rarely implemented in the education system. When they are, it is most often done through external associates or various associations and organizations that deal with the spread and development of forest pedagogy.

This paper evaluates the impact of the forest environment on aggressive manifestations in adolescents. A remedial educative programme was performed with 68 teenagers from institutions with substitute social care with diagnoses F 30.0 (affective disorders) and F 91.0 (family-related behavioural disorders), aged 12–16 years. Adolescents observed patterns of prosocial behaviour in forest animals (wolves, wild boars, deer, bees, ants, squirrels and birds), based on the fact that processes and interactions in nature are analogous to proceedings and bonds in human society. The methodology is based on qualitative and quantitative research. Projective tests (Rorschach Test, Hand Test, Thematic Apperception Test) were used as a diagnostic tool for aggressive manifestations before and after forest therapies based on Shinrin-yoku, wilderness therapy, observational learning and forest pedagogy. Probands underwent 16 therapies lasting for two hours each. The experimental intervention has a statistically significant effect on the decreased final values relating to psychopathology, irritability, restlessness, emotional instability, egocentrism, relativity, and negativism. Forest animals demonstrated to these adolescents ways of communication, cooperation, adaptability, and care for others, i.e., characteristics without which no community can work.

Šumska pedagogija nova je pedagoška disciplina kojoj je cilj cjelokupan razvoj djeteta integriranjem odgojno-obrazovnog rada s poznavanjem šumskih ekosustava. Neke od glavnih značajki su povezivanje djece s prirodom, primarni dodir s biljkama i životinjama, podizanje ekološke svijesti te korištenje prirodnih materijala kao što je voda, zemlja, drveće, kamenje, pijesak i slično. U svijetu je ova metoda odgoja vrlo popularna te postoji mnogo šumskih vrtića, a u Hrvatskoj je tek u razvoju i nije uvrštena u sustave obrazovanja. Prvi dio rada teorijski je dio o šumskoj pedagogiji, šumskim vrtićima te utjecaju prirode na razvoj djeteta, dok su u drugom dijelu rada navedene aktivnosti te područja razvoja koje se mogu koristiti u radu s djecom, a podijeljene su prema centrima aktivnosti koji se nalaze u dječjim vrtićima. Forest pedagogy is a new pedagogical discipline whose goal is the overall development of the child by integrating educational work with knowledge of forest ecosystems. Some of the main features are connecting children with nature, primary contact with plants and animals, raising environmental awareness, and using natural materials such as water, ground, trees, stones, sand, and similar materials. This method is known all over the world and there are many forest kindergartens, but in Croatia, it is still in the phase of development and it's not yet included in educational systems. The first part of the final assignment is a theoretical part on forest pedagogy, forest kindergartens, and the impact of nature on child development, while the second part of the final assignment lists activities and areas of development that can be used in work with children, and are divided accordingly to activity centers which are located in kindergartens.

The article considers the formation of forst pedagogy in the Ukrainian education against the background of the rapid development of environmental education worldwide. The formation of knowledge depends on a certain level of human attitude to the environment. It is not only knowledge and understanding, but also education. The article analyzes the needs of Transcarpathian region population in the environmental education on the example of forest pedagogy. It also studies major problems in the field of environmental education on the example of forest areas of the Transcarpathian region. Scientific methods used: analysis, synthesis and systematization of data on the development of environmental education in Ukraine; secondary analysis of the sociological study of «Forests for society − forests without barriers», directly related to the research topic. The analysis of basic concepts, characteristic features and the purposes of ecological education is carried out. The level of modern school education in general and environmental education in particular largely depends on the introduction into permanent practice of new original methods and techniques of teaching and education. Forest pedagogy is considered an innovation in environmental education − it is the learning on the forest directly in the forest. Forest pedagogy activities are aimed at all target audiences, especially children and youth. It provides not only knowledge, but also affects human emotional state, promotes the acquisition of skills and holistic development of an individual. We found that representatives of different categories of population are interested in interactive objects of forest pedagogy and have a clear idea of what kind of interactive objects they want to see in the forest areas of the Transcarpathian region., У статті розглядається становлення екологізації в українській освіті на фоні бурхливого розвитку екологічної освіти в світовому масштабі. Мета статті: дослідити потреби населення Закарпатської області в екологічній освіті на прикладі лісової педагогіки. Серед головних завдань даної статті виділяємо: аналіз поняття, характерних особливостей та мети екологічної освіти; визначення поняття та специфіки лісової педагогіки; вторинний аналіз соціологічного дослідження в рамках проекту «Ліси для суспільства – ліси без бар’єрів» (2018 р.). В статті проаналізовано потреби населення Закарпатської області в екологічній освіті на прикладі лісової педагогіки, а також дослідження основних проблем в галузі екологічної освіти на прикладі лісових територій Закарпатської області. Проведено аналіз основних понять, характерних особливостей, мети екологічної освіти. Проаналізовано поняття «лісова педагогіки», його специфіка. Проведено вторинний аналіз соціологічного дослідження в рамках проекту «Ліси для суспільства – ліси без бар’єрів».

Dandanes vse bolj zgubljamo stik z naravo. Pozabljamo na njen pomen in vse, kar nam ponuja: naravne nestrukturirane materiale, ki pri otrocih vedno znova vzbudijo zanimanje in željo po raziskovanju, posledično pa spodbujajo tudi aktivno učenje. Pri načrtovanju vzgojno-izobraževalnega dela pogosto pozabljamo tudi na področje tehnike in tehnologije, saj v Kurikulumu za vrtce ne zavzema samostojnega področja. Zaradi omenjenih problemov je bil namen diplomskega dela v vzgojno-izobraževalni proces umestiti tehnične dejavnosti v okviru gozdne pedagogike v skupino otrok starih 3–6 let in staršem omogočiti vpogled v celotno dogajanje. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. Teoretični del se nanaša na gozdno pedagogiko, aktivno učenje in razvojne značilnosti otrok pri starosti 3–6 let. V tem delu najdemo tudi primere aktivnosti za igro in učenje v gozdu. V empiričnem delu pa je predstavljena analiza anketnih vprašalnikov o mnenju in izkušnjah pedagoških delavcev vrtca s tehničnim kotičkom. Skoraj polovica anketirancev v igralnico umesti tehnični kotiček vsako leto. Najpogostejša dejavnost, ki jo izvajajo v njem, je zabijanje žičnikov. Anketi sledijo opisi izvedb in evalvacije tehničnih dejavnosti, ki smo jih izvajali. Predstavljene so dejavnosti, ki smo jih izvajali v tehničnem kotičku, dnevnik tehničnega kotička in novoletna dekoracija vrtca. Na koncu so predstavljeni še rezultati anketnih vprašalnikov o mnenju staršev o tehničnem kotičku, dnevniku tehničnega kotička in novoletni delavnici. Iz podanih odgovorov smo prišli do ugotovitve, da je bila staršem zamisel o tehničnem kotičku zelo všeč in so jo popolnoma podpirali. Dnevnik tehničnega kotička se jim je zdel pregleden in smiselno oblikovan, bil jim je v pomoč za spremljanje dejavnosti. Za novoletno delavnico pa so starši največkrat zapisali, da je bila dobro načrtovana in odlično izvedena. Diplomsko delo je namenjeno zlasti strokovnim delavcem vrtca, saj lahko v njem najdejo primere, kako področje tehnike in tehnologije vključiti v vzgojno-izobraževalni proces, in ideje, kako lahko z dejavnostmi na tem področju seznanjamo in vključujemo tudi starše. People today are losing touch with nature. We are forgetting about its meaning and what it does for us. Natural unstructured materials continuously arouse interest and desire for exploration in children, and consequently encourage active learning. The field of technics and technology tends to be forgotten in the process of planning educational work, since the kindergarten curriculum does not consider it an independent subject. Due to the above problem, the purpose of my paper is to implement technical activities within the framework of forest pedagogy for children aged 3 to 6 years and to provide parents with an insight into the whole process. The thesis is divided into theoretical and empirical parts. The theoretical part relates to forest pedagogy, active learning and developmental characteristics of children aged 3 to 6 years. This section also provides examples of activities for playing and learning in the forest. The empirical part consists of the analysis of the opinion survey and experience of kindergarten teachers with the technology corner. Almost half of the respondents create a technology corner in the playroom every year with its most common activity of hammering nails. The survey is followed by descriptions of the implementation and evaluation of the performed technical activities. We present the activities performed in the technology corner, the technology corner log and the New Year's kindergarten decoration. In the final part we introduce the results of the questionnaires on the parents' opinion of the technology corner, its log and the New Year's workshop. From the given answers, we concluded that parents fully appreciated the idea of the technological corner. In their opinion the corner’s log was transparent and reasonably designed, and as such helped them observe activities. The New Year's workshop was described by most parents as well planned and perfectly executed. iv The thesis is aimed especially towards the kindergarten professionals, as it provides them with examples of how to integrate the field of technics and technology into the educational process and ideas of how to inform and involve parents in the activities.

Magistrsko delo se ukvarja z opažanji in mnenji vzgojiteljic in svetovalnih delavk o prispevku gozdne pedagogike k socialnemu in čustvenemu razvoju predšolskega otroka. Pri tem izhaja iz teoretičnih izhodišč gozdne pedagogike, izkustvenega in sodelovalnega učenja ter spoznanj o čustvenem in socialnem razvoju otroka. V teoretičnem delu sem opisala gozdno pedagogiko kot alternativno obliko vrtčevskega in šolskega sistema ter njene koncepte. V nadaljevanju sem predstavila značilnosti socialnega in čustvenega razvoja predšolskega otroka ter vrtčevsko okolje kot enega izmed dejavnikov razvoja in varovalnih dejavnikov socialnega in čustvenega razvoja predšolskega otroka. V empiričnem delu so predstavljeni rezultati kvalitativne raziskave, v kateri sem s polstrukturiranimi intervjuji raziskovala opažanja in mnenja osmih vzgojiteljic in dveh svetovalnih delavk vrtca, ki je vključen v Mrežo gozdnih vrtcev in šol Slovenije, o prispevanju gozdne pedagogike k socialnemu in čustvenemu razvoju predšolskega otroka. Preko raziskave sem ugotavljala tudi, katere značilnosti gozdne pedagogike pozitivno učinkujejo na socialni in čustveni razvoj ter ali lahko govorimo o gozdni pedagogiki kot o varovalnem dejavniku za zdrav socialni in čustveni razvoj. Rezultati so pokazali, da gozdna pedagogika spodbuja socialni in čustveni razvoj predšolskega otroka, saj je v naravnem okolju prisotnih več interakcij med otroki, lažje se vključujejo v skupino, več je sodelovanja in medsebojne pomoči. Otroci v gozdu izražajo predvsem prijetna čustva, manj je čustvenih izbruhov in agresivnega vedenja kot v igralnici, pogostejše je tudi prosocialno vedenje. Značilnosti gozdne pedagogike, ki imajo na otrokov socialni in čustveni razvoj pozitivne učinke, so po besedah intervjuvank prosta igra, izkustveno učenje, naravno okolje, socialno učenje, sodelovalno učenje ter odprto učno okolje. Raziskava je pokazala, da te značilnosti gozdne pedagogike otroke umirijo in sprostijo ter hkrati spodbujajo socialni in čustveni razvoj predšolskih otrok. Prav zato intervjuvanke tudi pritrjujejo tezi, da je gozdna pedagogika eden izmed varovalnih dejavnikov za zdrav socialni in čustveni razvoj predšolskih otrok. Raziskava prinaša vpogled v opažanja in mnenja vzgojiteljic in svetovalnih delavk o vplivu gozdne pedagogike na socialni in čustveni razvoj otroka ter v povezavi s tem nudi možnost oblikovanja novih učinkovitih pristopov za delo z otroki v vrtcu, ki spodbujajo otrokov socialni in čustveni razvoj ter hkrati delujejo varovalno. The master’s thesis deals with observations and opinions of educators and counselors on the contribution of forest pedagogy to the social and emotional development of a pre-school child. It originates from the theoretical starting points of forest pedagogy, experiential and collaborative learning, and the knowledge of the emotional and social development of the child. In the theoretical part, I described forest pedagogy as an alternative form of the pre-school and school system and its concepts. In the following, I presented the characteristics of the social and emotional development of a pre-school child and the kindergarten environment as one of the factors of development and protective factors for the social and emotional development of a pre-school child. The results of the qualitative research were presented in the empirical part with semi-structured interviews, where I examined the observations and opinions of eight educators and two counselors of a kindergarten, which is included in the Network of forest preschools and schools of Slovenia, with the contribution of forest pedagogy to the social and emotional development of a pre-school child. Through research, I also established which features of forest pedagogy have a positive effect on the social and emotional development, and whether we can talk about forest pedagogy as a protective factor for a healthy social and emotional development. The results showed that forest pedagogy promotes both social and emotional development of a pre-school child in the natural environment, there are several interactions among children, it is easier to get involved in the group, there is more cooperation and mutual assistance. In the forest, children mainly express positive feelings, there are less emotional outbursts and aggressive behavior than in the playroom, and prosocial behavior is more common. According to the interviewees, the characteristics of forest pedagogy, which show positive effects on children’s social and emotional development, are free play, experiential learning, the natural environment, social learning, cooperative learning and an open learning environment. The study showed, that these characteristics of forest pedagogy calm and relax children, and also encourage their social and emotional development. Therefore, the interviewees also affirm the thesis that forest pedagogy is one of the protective factors for a healthy social and emotional development of pre-school children. The research provides an insight into the observations and opinions of educators and counselors on the influence of forest pedagogy on the social and emotional development of the child and, in this correlation, offers the possibility to create new effective approaches for working with children in kindergartens that promote children's social and emotional development and serve as protective factors.

Magistrska naloga Gozdna pedagogika – primer dobre prakse v 3. razredu 2. osnovne šole Slovenska Bistrica je sestavljena iz teoretičnega in praktičnega dela. Vsak od njiju je zaključena celota, se pa med seboj dopolnjujeta in nadgrajujeta. Teoretični del sestavljajo štirje sklopi, ki utemeljujejo in pojasnjujejo raziskovalni problem – učno uro gozdne pedagogike. V pedagoškem sklopu sta tako podrobneje opredeljeni gozdna pedagogika ter njena povezava z učnim načrtom za pouk spoznavanja okolja. V psihološkem sklopu so predstavljene značilnosti osemletnikov, opisuje pa njihov telesni, spoznavni, čustveno-osebnostni in socialni razvoj. V tretjem sklopu je predstavljen gozd kot življenjski prostor. Sklop obravnava drevo kot osnovni gradnik gozda, opisuje pomen gozda in njegovo vlogo ter poudarja njegovo slojevitost. Posebej je opisan gozd Črnec, v katerem je potekal praktični del magistrske naloge. Gozd Črnec leži na področju Slovenske Bistrice, zato je področje opisano v geografskem sklopu, v katerem je podrobneje predstavljena 2. osnovna šola Slovenska Bistrica in 3. b razred (ta je predstavljal vzorec v praktičnem delu naloge). V praktičnem delu magistrske naloge je predstavljena podrobna učna priprava. Ta del vsebuje tudi opis poteka dela in evalvacijo učne ure gozdne pedagogike v tretjem razredu osnovne šole. Prinaša ugotovitev, da ima učitelj pri načrtovanju in pripravi učne ure gozdne pedagogike zahtevno nalogo, ki mu lahko vzame veliko časa, vendar so zato učenci pri takih urah miselno in telesno bolj aktivni, imajo več svobode pri gibanju, več motivacije, so ustvarjalni, samoiniciativni in imajo veliko željo po raziskovanju. Neposredni stik z naravo jim omogoča pozitivno izkušnjo, povečuje pa tudi njihovo skrb za okolje in njegovo ohranjenost. The master's thesis Forest Pedagogics – the best practise example in 3rd class of »2. Primary school of Slovenska Bistrica« consists of theoretical and practical part. Each of them is a closed unit, and both are mutually complementary and upgraded. The theoretical part consists of four parts which substantiate and explain the research problem – the practical lesson of the forest pedagogy. The term forest pedagogy is defined in detail in the pedagogical part as well as its connection with the school curriculum of the Nature study. In the psychological part the charecteristcs of eight-year old pupils are described, including their physical, cognitive, emotional and social develepoment. The forest is presented in the third part as a habitat. It focuses on the tree as the basic cornstone of the forest, describing the meaning of the forest and its part as well as emphasizing its stratification. The Črnec forest in which the practical part of the thesis took place is seperately described. The forest is located in the area of Slovenska Bistrica, therefore it is described in the geographical part which covers »2. Primary school of Slovenska Bistrica« and its 3.b class (which was the sample class). In the practical part a detailed lesson plan is presented. This part concludes the description of the work process and the evaluation of the lesson plan of the forest pedagogy in 3rd class of primary school. It was concluded that the teacher has got a demanding and time-consuming task at planning the lesson plan of forest pedagogy. However, during these lessons pupils are physically and mentally more active, creative, motivated, self-initiative, and they have a great desire for research and freedom of movement. The direct connection with nature is providing them with a positive experience and increases their care for the preservation of the environment.

Sensory analysis is unusual in sustainability research, although it can offer a neoteric aspect of nature and wild animals’ perception. The study’s objective was to identify consumers’ attitudes towards plant and animal products from wild and conventional foods and put these findings into a broader social context. A blind sensory evaluation with 80 semi-trained assessors was used, segmented by gender, age, education, income, place of origin, family status, number of children, and willingness to pay. Wild boar (Sus scrofa) was chosen as an example of an overpopulated animal species occurring in the wild, which could be considered a partial substitute for pork. Statistical testing in these blind evaluations proved that wild boar meat is not considered less tasty. Therefore, wild boar meat could represent a partial substitute, complementing pork, on which consumers are willing to spend the same amount of money. Despite the mostly indifferent sensory evaluation, focus group responses showed considerable barriers to wild food. This paper concludes that possible educational and popularizing procedures are presented, including forest pedagogy, eliminating consumers’ prejudices. A mixed-methods approach within quantitative and qualitative methodology was chosen.

This bachelor thesis deals with the topic of forest pedagogy and possibilities of its use in geographical education. The introductory theoretical part based on the content analysis of domestic and foreign literary sources summarizes the present knowledge of the forest pedagogy in the domestic and world context. It describes this educational direction and its differences from other forest pedagogy-related educational approaches. It introduces the person of the forest pedagogue and the used educational methods. It briefly characterizes the problems of geographic education in our country and tries to find connections between teaching geography and forest pedagogy. The practical part explains how forest pedagogy can contribute to geographic education. It is based on a qualitative research conducted through structured interviews with forest pedagogues. On the basis of the analysis of the obtained data, it explains which geography topics are taught in forest pedagogy programs and how forest pedagogy can be used for geographic education.

Namen diplomskega dela je bil umestiti gozdno tehnično vzgojo v skupino otrok, starih 5–6 let. V uvodnem delu so predstavljeni opredelitev področja, namen, cilji, raziskovalna vprašanja in metodologija dela. Osrednji del pa se nanaša na gozdno pedagogiko, tehniko in tehnologijo ter na praktični del. V praktičnem delu je predstavljena analiza stanja in izvedba gozdnih tehniških dejavnosti v vrtcu. Za gozdno pedagogiko smo se odločili zaradi nepoznavanja termina gozdna pedagogika med slovenskimi vrtci, še posebej dejavnosti tehnične vzgoje. V današnjem času otroci vedno več časa preživijo v vrtcu. Tam se učijo in si pridobivajo nove izkušnje, ki jim bodo v pomoč pri učenju v šoli in tudi kasneje v življenju. Vedno več vrtcev in šol po Evropi izvaja učenje v naravi/gozdu, kjer si otroci pridobijo konkretne izkušnje. Tudi v Sloveniji je vedno več vrtcev, ki se vključujejo v mrežo gozdnih vrtcev, kjer tako strokovni delavci kot tudi otroci pridobijo novo znanje in izkušnje o gozdu. Učenje v gozdu otroke spodbuja k razmišljanju, konkretnim izkušnjam, povezovanju, komunikaciji in sodelovanju. Gozdna pedagogika spodbuja k preživljanju časa v gozdu v vseh letnih časih in v vsakem vremenu, saj je gozd vsak dan drugačen in tako nudi otrokom možnost vsakodnevnega raziskovanja in aktivnega sodelovanja. Dejavnosti v gozdu so zelo povezane tudi s tehniko, saj otroci spoznavajo orodja in naprave, s katerimi obdelujemo les in so nam v pomoč pri izdelavi želenega izdelka. Tehnika in tehnologija v Kurikulumu za vrtce nista posebej opredeljeni. Najdemo pa cilje med drugimi področji, kot je področje narave. V empiričnem delu smo predstavili rezultate anketnega vprašalnika, ki so ga izpolnjevale vzgojiteljice Vrtca Kurirček Logatec. Iz podanih odgovorov smo prišli do ugotovitve, da vzgojiteljice gozdno pedagogiko v vrtcu razumejo in izvajajo, vendar termina gozdna pedagogika ne uporabljajo. To nadomestijo s pojmi, kot so učenje, spoznavanje, odkrivanje, raziskovanje itd. Vzgojiteljice aktivnosti v gozdu izvajajo tedensko, najpogosteje uporabljajo metode razlage, opazovanja in dela s slikovnim gradivom. Menijo, da so za izvajanje tehnične vzgoje delno usposobljene. Vzgojiteljice prav tako poskrbijo za raznolike dejavnosti v gozdu. Otroke spodbujajo k raziskovanju gozda, saj se pri tem veliko naučijo in to znanje ponotranjijo in nadgrajujejo. Pokazali so zanimanje in interes za tovrstne dejavnosti. Otroci so po končanih dejavnostih prepoznali izbrana drevesa/grme. Pri izdelavi izdelkov so pridobili izkušnje, znanje in razumevanje, nove perspektive o učenju in spoznavanju gozda, pri izdelavi izdelkov pa niso imeli večjih težav. Diplomsko delo je namenjeno vsem vzgojiteljem predšolskih otrok z namenom izboljšave dela v vrtcu ter pridobivanju novega znanja – zlasti preko odprtih učnih sistemov. The aim of this thesis was to present an implementation of forest pedagogy at kindergarten group of 5–6 year old kids. The introductory part defines the scope, purpose, goals, presents research questions and used methodology. Next part focuses on forestry pedagogy, techniques and used technology and describes aimed practical work. In practical part of this thesis we present analysis of questionnaire results and we describe the implementation of forest technical activities in kindergarten. The reason for focusing on forest pedagogy was due to lack of knowledge of the term forest pedagogy among Slovenian kindergartens, especially in the activities with technical education. Nowadays children spend more time in kindergarten compared to years back. In kindergarten, children learn and gain new experiences that will help them develop learning skills at school and also help them in later periods in life. More and more kindergartens, as well as schools across Europe, carry out learning in nature/forest environment where children acquire their experiences. More and more kindergartens in Slovenia are also starting to join the network of forest preschools, where both educators and children acquire knowledge and experiences about forest environment. Learning in the forest encourages children to think, experience forest environment, connect, communicate and cooperate between themselves. Forest pedagogy encourages kids to spend time in the forest in all seasons and in every weather, as forest environment differs every day, hence provides children the possibilities of daily research with active participation. Activities in the forest are very much related to the technology and tools, as children learn about the tools and devices used to process wood and help to produce the desired product. Techical tools and technologies are not specifically defined in the recommended curriculum. We can find objectives in other areas, such as nature. Empirical part presents results of the questionnaire, which was completed by the educators of the Kurirček Logatec Kindergarten. From the given answers we concluded that Educators do understand and do implement forestry pedagogy in kindergarten, but do not use term forest pedagogy, but they use term such as learning, introduction, discovering, exploring, etc. Educators carry out activities in the forest on a weekly basis, often they use methods of interpretation, observation and they work with visual materials. They also consider themselves they are partially qualified to carry out technical education. Educators also provide a variety of activities in the forest. They encourage children to explore the forest, because they learn a lot about this and they internalize gained knowledge and are upgrading it. Educators showed curiosity and interest for such activities in the forest. After activities concluded, children were able to identify selected trees/shrubs. In the process of manufacturing products they gained experience, knowledge and understanding, new perspectives on learning and learning about the forest. In manufacturing, however, they did not have major problems. Forest technical education proved to be very useful and educational, as children showed curiosity and interest in such activities. The diploma work is intended for all preschool educators with the aim of improving their work in kindergarten and acquiring new knowledge, especially through open learning systems.

Gozdna pedagogika je metoda, ki obenem izobražuje in vzgaja. Med izvajanjem gozdne pedagogike se učno okolje spremeni, saj učilnico zamenja gozd. Slednjega učenci doživljajo z vsemi svojimi čutili, saj naj bi bilo učenje izkustveno. Glavni cilj gozdne pedagogike je vzpostavitev vezi med človekom in naravo ter spodbujanje trajnostnega znanja. Teoretični del diplomskega dela obsega splošni opis gozdne pedagogike, predstavitev domačih in tujih primerov uporabe v praksi, nasvete strokovnjakov, ki so že izvajali aktivnosti v okviru gozdne pedagogike, ter njeno umestitev v pouk tehnike in tehnologije. Način izvajanja gozdne pedagogike v Sloveniji se zaradi pravil in zakonov, ki se navezujejo na gozd in izobraževanje, nekoliko razlikuje od gozdne pedagogike v ostalih evropskih državah. Njeno izvajanje lahko umestimo v pouk tehnike in tehnologije, saj učenci v 6. razredu osnovne šole obravnavajo različna gradiva, eno izmed njih je tudi les. Empirični del diplomskega dela se navezuje na teoretični del. Z učitelji tehnike in tehnologije smo izvedli anketo, s pomočjo katere smo želeli ugotoviti, kako dobro poznajo gozdno pedagogiko in kakšno je njihovo mnenje o izvajanju le-te. Ugotovili smo, da je s terminom gozdna pedagogika seznanjen le manjši del anketiranih učiteljev, saj je večina predvidevala, da gozdna pedagogika predstavlja učenje o gozdu ali v gozdu, kar je le delno pravilno. Poleg tega po njihovem mnenju izvajanje gozdne pedagogike v klasični učilnici ni sporno, kar je v nasprotju s strokovnim opisom termina. Večji del učiteljev je izpostavil določene težave, na katere bi lahko naleteli med izvajanjem gozdne pedagogike. Obenem pa so podali veliko predlogov glede izdelave izdelka v sklopu izvajanja gozdne pedagogike ter koristnih znanj in veščin, ki bi jih učenci lahko pridobili. Forest pedagogy is a method that educates and helps to grow at the same time. During the implementation od forest pedagogy the teaching environment changes as the classroom is beeing replaced by the forest. The students experience the forest with all their senses, since they are supposed to be learning experientaly. The main goal of forest pedagogy is to form a connection between man and nature and to promote sustainable knowledge. The theoretical part of the dissertation consists of a general description of forest pedagogy, domestic and foreign examples of use in practics, advice from experts who have already performed the activities in the field of forest pedagogy and its placement in school subject Design and Technology. The method of implementing forest pedagogy in Slovenia is, due to the rules and laws related to forests and education, slightly different than the forest pedagogy in other European countries. The implementation of forest pedagogy can be implemented in the 6. grade of elementary school, because they learn about different materials, one of which is wood. The empirical part of the dissertation in related to the theoretical part. A survey was conducted with teachers who teach the school course Design and Technology. Through a survey we wanted to find out how well the teachers know forest pedagogy and what is their opinion on its implementation. We found out that only a small part of the surveyed teachers are familiar with the term forest pedagogy, since most of them predicted that forest pedagogy means learning about the forest or learning in it, which is only partially correct. In addition, in their opinion, the implementation of forest pedagogy in the classroom is not controversial, which is contrary to the professional description of the term. Most of the teachers pointed out certain problems that they could encounter during the implementation of forest pedagogy. At the same time, a large number of propusitions on the products within the framework of the forest pedagogy and the useful knowledge and skills that students could acquire were presented.

Diplomsko delo Gozdna pedagogika – primer projektnega dela v vrtcu Tezno Maribor sestavljata dve zaokroženi celoti, ki se med seboj dopolnjujeta in dograjujeta – teoretični in praktični del. V teoretičnem delu so podrobneje opredeljena teoretična ozadja, ki so potrebna za organizacijo, izvedbo in evalvacijo praktičnega dela naloge. Tako je opisan pouk izven učilnice (in v skladu z njim izkustveno učenje, projektno delo ter gozdna pedagogika), psiho-fizične lastnosti predšolskih otrok starih 3–5 let (ki so predstavljali vzorec našega dela) ter gozd Stražun, kjer je potekal praktični del naloge. V praktičnem delu diplomske naloge so podane natančne učne priprave, opisan je potek dela in evalvacija le-tega. Vse našteto temelji na vseh sodobnih teoretičnih spoznanjih izkustvenega učenja in zgodnjega naravoslovja. Ugotovljeno je, da je tak način dela naporen za vzgojitelja, vendar je za otroke mnogo bolj primeren in učinkovit Diploma thesis Forest pedagogy - an example of project work at the kindergarten Tezno Maribor consists of two complete lines that are complementary and complete each other - theoretical and practical part. In the theoretical part, theoretical backgrounds that are necessary for the organization, implementation and evaluation of the practical part of the task are defined in more detail. This is how the lesson is described outside the classroom (and, according to it, experiential learning, project work and forest pedagogy), the psychophysical characteristics of pre-school children aged 3-5 years (who represented a sample of our work) and the Stražun forest, where the practical part proceeded. In the practical part of the diploma thesis are detailed learning preparations, a description of the course of work and the evaluation of what was done. All this is based on all modern theoretical knowledge of experiential learning and early natural sciences. It is established that the work done is much more stressful for the educator, but it is also much more appropriate and effective for children.

Diplomsko delo z naslovom Gozdna pedagogika skozi oči učiteljev razrednega pouka sestavljata dve zaključeni celoti, ki se med seboj dopolnjujeta in nadgrajujeta: teoretična in empirična. V teoretičnem delu predstavljamo izkustveno učenje, gozd kot življenjski prostor in učilnico ter vpliv gozda na posamezna področja otrokovega razvoja. V poglavju Gozdna pedagogika je predstavljen njen idejni izvor, pojavljanje v Sloveniji in njena uporaba. V empiričnem delu so predstavljeni izsledki raziskave vezani na:  poznavanje termina gozdna pedagogika,  njeno načrtovanje in izvajanje,  razloge za (ne)izvajanje le te. Ugotovili smo, da je gozdna pedagogika med intervjuvanimi učitelji dobro poznana da se učitelji kljub kompetentnosti odločajo za sodelovanje z zunanjim izvajalcem da učni načrt s svojimi vsebinami močno vpliva na odločitev za odhod v gozd ter da večina intervjuvanih učiteljev načrtuje več kot tri obiske gozda letno. This dissertation, Forest Pedagogy Through the Eyes of Primary School Teachers, is made of two parts, theoretical and empirical, complementing and upgrading one another. The empirical part presents experiential learning and forest both as a natural environment and as a classroom as well as the influence of forest on specific areas of children's development. The origin of forest pedagogy, its occurrence and use in Slovenia are presented in the chapter Forest Pedagogy. In the empirical part, the research results are presented. They are linked to:  understanding the term »forest pedagogy«,  its planning and realization,  reasons for its (non)realization. We have established the following: forest pedagogy is well known among the interviewed teachers in spite of their competence, teachers still cooperate with trained foresters the curriculum influences the teachers' decision to visit forests most of the interviewed teachers plan more than three visits to the forest a year.

Namen diplomskega dela je bilo raziskovanje vpliva gozdne pedagogike na razvoj naravoslovnega znanja in spretnosti pri predšolskih otrocih. Tematika, ki sem se ji posvetila, je spreminjanje narave skozi letne čase. Raziskovala sem odzive otrok ter njihovo napredovanje v znanju, opazovanju in razumevanju sezonskih sprememb v naravi ob rednih priložnostih za igro in učenje v naravi v daljšem časovnem obdobju. Za raziskovanje sem uporabila metodo kvalitativnega in kvantitativnega raziskovanja. Za postopek zbiranja podatkov sem uporabila intervju, ki sem ga izvedla pred začetkom dejavnosti in po končanem projektu. Metodo sem prilagodila razvojni stopnji otrok v skupini. Primerjala sem odgovore posameznega otroka pred in po končanem projektu. Vzorec je predstavljala skupina 10 dečkov in 8 deklic, od tega je 6 otrok starih 2 leti, 6 otrok 3 leta in 6 otrok 4 leta. Z njimi sem od meseca oktobra do sredine meseca maja preživljala čas v bližnjem gozdu, na travniku, ob potoku in v bližini reke. Otroke sem opazovala in slednje dokumentirala. Ob intuitivnem raziskovanju otrok sem pustila, da dejavnosti tečejo svojo pot. Osnovala sem raznolike igre, ki so spodbujale otroke k opazovanju in povezovanju sprememb skozi letne čase in razmišljanju o njih. Na začetku projekta sem ugotovila, da so predstave otrok o značilnostih žive in nežive narave v različnih letnih časih zaradi velike starostne razlike v skupini zelo raznolike. Starejši otroci so imeli nekatere predhodnje izkušnje, na podlagi katerih so razumeli določene pojave, ki se odvijajo ob posameznem letnem času. Razumevanje same besedne zveze »letni čas« se je zdelo zelo površinsko. Mlajši otroci so imeli na začetku zelo malo izkušenj z opisovanjem opazovanih pojavov, ki se odvijajo v naravi in ob menjavi letnih časov, k slednjemu je botroval skromnejši besedni zaklad. Razmišljanje otrok o naravnih pojavih je bilo povezano s pripovedmi iz knjig ali pesmi kot tudi z nekaterimi lastnimi izkušnjami, v katerih so bili otroci čustveno udeleženi. Reden stik z naravo in izkušnje z danimi materiali, s katerimi so imeli otroci številne priložnosti za igro in raziskovanje, opazovanje in spoznavanje sprememb v letnih časih, je prispevala k boljšim povezavam s prvotnim znanjem in k razširitvi besednega zaklada. Otroci so preko opazovanja in prepoznavanja prilagoditev v naravnem okolju ter tudi preko izdelovanja vizualnega plakata, ki je pripomogel k stalnemu obnavljanju izkušenj, osnovali v svojem pogledu bistvene značilnosti letnega časa ter pomen slednjih pri obnavljanju ter povezovanju z naravo. Ob samem spoznavanju so razvijali lastno igro, mišljenje ter tako krepili svojo samozavest ter vedno bolj zaupali v svoje sposobnosti. Moje diplomsko delo prikazuje način, kako vzpostaviti edinstven odnos med otroki in naravnim okoljem. Otroci so bili med projektom prepuščeni sledenju svojim interesom in željam. Imeli so možnost, da se predajo naravnemu ritmu, navežejo poseben odnos ter spontano spoznavajo našo odvisnost od naravnega okolja. V diplomskem delu sem poudarila tudi pomen nevsiljivega podajanja znanja otrokom. Osnovne poučne okvire raziskovanja sem podala s pomočjo lutke, ki je otroke vselej stimulirala k lastnemu razmišljanju ter odkrivanju. Otroke sem navajala na iskanje lastnih odgovorov ter odkrivanj in na neodvisnost od odgovorov ter posredovanja odraslih. Izbrana naravna okolja sem izpostavila kot odprta, stimulativna in kot bogat vir raziskovanja, kjer se lahko otroci in vzgojitelji prepustijo toku dogajanja okrog sebe, posledično raziskovanja in skupnega odkrivanja različnih interesov. Naravni prostori nimajo vnaprej danih struktur, ki bi otroke omejevale, temveč jim prav ti dajo možnost inovativnega doživljanja. Slednje je otrokom samo po sebi poglavitni vir igre, raziskovanja ter intuitivnega učenja. Odraslim omogočajo nevsiljivo vključevanje v otroški vpogled, kako si slednji osmišljajo svet, ki jih obdaja, omogočajo razvijanje novih zamisli in implementiranje le-teh v že obstoječe znanje. Ob uspešno končanem projektu so bili otroci samozavestnejši in bolj neodvisni pri svoji igri ter raziskovanju. Poznavanje letnih časov in bistvenih pojavov, ki se odvijajo v njihovi domeni, se je v času projekta poglavitno izboljšalo. Otrokom sem prepustila, da so z lastnimi predlogi vodili svojo pot skozi spoznavanje letnih časov, krepili lastno mišljenje ter vez z naravo. Namen diplomskega dela je bilo raziskovanje vpliva gozdne pedagogike na razvoj naravoslovnega znanja in spretnosti pri predšolskih otrocih. Tematika, ki sem se ji posvetila, je spreminjanje narave skozi letne čase. Raziskovala sem odzive otrok ter njihovo napredovanje v znanju, opazovanju in razumevanju sezonskih sprememb v naravi ob rednih priložnostih za igro in učenje v naravi v daljšem časovnem obdobju. Za raziskovanje sem uporabila metodo kvalitativnega in kvantitativnega raziskovanja. Za postopek zbiranja podatkov sem uporabila intervju, ki sem ga izvedla pred začetkom dejavnosti in po končanem projektu. Metodo sem prilagodila razvojni stopnji otrok v skupini. Primerjala sem odgovore posameznega otroka pred in po končanem projektu. Vzorec je predstavljala skupina 10 dečkov in 8 deklic, od tega je 6 otrok starih 2 leti, 6 otrok 3 leta in 6 otrok 4 leta. Z njimi sem od meseca oktobra do sredine meseca maja preživljala čas v bližnjem gozdu, na travniku, ob potoku in v bližini reke. Otroke sem opazovala in slednje dokumentirala. Ob intuitivnem raziskovanju otrok sem pustila, da dejavnosti tečejo svojo pot. Osnovala sem raznolike igre, ki so spodbujale otroke k opazovanju in povezovanju sprememb skozi letne čase in razmišljanju o njih. Na začetku projekta sem ugotovila, da so predstave otrok o značilnostih žive in nežive narave v različnih letnih časih zaradi velike starostne razlike v skupini zelo raznolike. Starejši otroci so imeli nekatere predhodnje izkušnje, na podlagi katerih so razumeli določene pojave, ki se odvijajo ob posameznem letnem času. Razumevanje same besedne zveze »letni čas« se je zdelo zelo površinsko. Mlajši otroci so imeli na začetku zelo malo izkušenj z opisovanjem opazovanih pojavov, ki se odvijajo v naravi in ob menjavi letnih časov, k slednjemu je botroval skromnejši besedni zaklad. Razmišljanje otrok o naravnih pojavih je bilo povezano s pripovedmi iz knjig ali pesmi kot tudi z nekaterimi lastnimi izkušnjami, v katerih so bili otroci čustveno udeleženi. Reden stik z naravo in izkušnje z danimi materiali, s katerimi so imeli otroci številne priložnosti za igro in raziskovanje, opazovanje in spoznavanje sprememb v letnih časih, je prispevala k boljšim povezavam s prvotnim znanjem in k razširitvi besednega zaklada. Otroci so preko opazovanja in prepoznavanja prilagoditev v naravnem okolju ter tudi preko izdelovanja vizualnega plakata, ki je pripomogel k stalnemu obnavljanju izkušenj, osnovali v svojem pogledu bistvene značilnosti letnega časa ter pomen slednjih pri obnavljanju ter povezovanju z naravo. Ob samem spoznavanju so razvijali lastno igro, mišljenje ter tako krepili svojo samozavest ter vedno bolj zaupali v svoje sposobnosti. Moje diplomsko delo prikazuje način, kako vzpostaviti edinstven odnos med otroki in naravnim okoljem. Otroci so bili med projektom prepuščeni sledenju svojim interesom in željam. Imeli so možnost, da se predajo naravnemu ritmu, navežejo poseben odnos ter spontano spoznavajo našo odvisnost od naravnega okolja. V diplomskem delu sem poudarila tudi pomen nevsiljivega podajanja znanja otrokom. Osnovne poučne okvire raziskovanja sem podala s pomočjo lutke, ki je otroke vselej stimulirala k lastnemu razmišljanju ter odkrivanju. Otroke sem navajala na iskanje lastnih odgovorov ter odkrivanj in na neodvisnost od odgovorov ter posredovanja odraslih. Izbrana naravna okolja sem izpostavila kot odprta, stimulativna in kot bogat vir raziskovanja, kjer se lahko otroci in vzgojitelji prepustijo toku dogajanja okrog sebe, posledično raziskovanja in skupnega odkrivanja različnih interesov. Naravni prostori nimajo vnaprej danih struktur, ki bi otroke omejevale, temveč jim prav ti dajo možnost inovativnega doživljanja. Slednje je otrokom samo po sebi poglavitni vir igre, raziskovanja ter intuitivnega učenja. Odraslim omogočajo nevsiljivo vključevanje v otroški vpogled, kako si slednji osmišljajo svet, ki jih obdaja, omogočajo razvijanje novih zamisli in implementiranje le-teh v že obstoječe znanje. Ob uspešno končanem projektu so bili otroci samozavestnejši in bolj neodvisni pri svoji igri ter raziskovanju. Poznavanje letnih časov in bistvenih pojavov, ki se odvijajo v njihovi domeni, se je v času projekta poglavitno izboljšalo. Otrokom sem prepustila, da so z lastnimi predlogi vodili svojo pot skozi spoznavanje letnih časov, krepili lastno mišljenje ter vez z naravo. The purpose of this diploma paper was to explore the influence of forest pedagogy on developing knowledge of nature and abilities of preschool children. The topic I focused on was the transformation of nature through each season changing. I researched children’s responses and their progress in knowledge, observation and understanding of seasonal changes emerging in the nature, alongside regular opportunities for play and learning within natural environments in a longer period of time. For research, I used both qualitative and quantitative methods of exploration. For the process of data collection, I used the interview that I conducted prior to the beginning of activities and after completing the project. I adjusted the method to the development stage of children in the group. As well, I compared the answers of each child before and after the project. The sample represented a group of 10 boys and 8 girls, of which there were 6 children aged 2, 6 children aged 3 and 6 children aged 4. From October to mid-May, we were spending time together in the nearby forest, on a meadow, beside a stream and in close proximity of a river. I was studying the children and documented my observations. At times of children’s intuitive exploration, I left the activities run their own course. I created a variety of games which encouraged children to observe, incorporate and reflect on changes throughout the seasons. At the beginning of the project, I realized that the children’s views on animate and inanimate nature in different seasons of the year were very diverse due to considerate age differences within the group. Older children had had some prior experiences, on the basis of which they understood certain phenomena taking place in each season. Moreover, understanding of the phrase "season" seemed very superficial, while at the beginning of the project younger children had very little experience describing the observed phenomena taking place in the nature and its changing seasons. At the time that resulted in more modest vocabulary. Children’s way of thinking about natural phenomena was associated with descriptions from books or songs, as well as some of their own experiences in which they were emotionally involved. Regular contact with nature and experiences with given materials gave children many opportunities to play, explore, observe and learn about seasonal changes, which led to better linking of knowledge with their previous knowledge, as well as to expansion of children’s vocabulary. Through observation and identification of adaptations in the natural environment, as well as by making a visual poster which contributed to ongoing revision of experience, children in their own view founded essential features of the season and their importance in restoring and connecting with nature. In the process of attaining understanding, children developed their own game and their own way of thinking, thus strengthening their self-esteem and gaining confidence in their own abilities. This diploma paper shows a way of establishing a unique relationship between children and the natural environment. During the project, children were left to follow their own interests and preferences. They had the opportunity to surrender to the natural rhythm, to establish a special relationship and spontaneously learn of our dependence on the natural environment. In my diploma paper, I also emphasized the importance of the unobtrusive way of passing knowledge to children. With the help of a puppet, I offered basic educational frameworks, which were always presented in a way that encouraged children to think and discover on their own. I encouraged the children to search for their own answers and discoveries, as well as to not depend on responses and interventions from adults. I pointed out the selected natural environments as open, simulative and as an abundant source for exploration, where children and educators can surrender to the flow of events happening around them, such as researching and discovering diverse interests together. Natural spaces do not have prior structures that would restrict children, but offer the possibility of innovative experiences. The spaces themselves became the main source of creating games, exploration and intuitive learning while allowing adults unobtrusive integration into children’s insight concerning the world around them, enabling the development of new ideas and implementation of such in to a about natural phenomena was associated with descriptions from books or songs, as well as some of their own experiences in which they were emotionally involved. Regular contact with nature and experiences with given materials gave children many opportunities to play, explore, observe and learn about seasonal changes, which led to better linking of knowledge with their previous knowledge, as well as to expansion of children’s vocabulary. Through observation and identification of adaptations in the natural environment, as well as by making a visual poster which contributed to ongoing revision of experience, children in their own view founded essential features of the season and their importance in restoring and connecting with nature. In the process of attaining understanding, children developed their own game and their own way of thinking, thus strengthening their self-esteem and gaining confidence in their own abilities. This diploma paper shows a way of establishing a unique relationship between children and the natural environment. During the project, children were left to follow their own interests and preferences. They had the opportunity to surrender to the natural rhythm, to establish a special relationship and spontaneously learn of our dependence on the natural environment. In my diploma paper, I also emphasized the importance of the unobtrusive way of passing knowledge to children. With the help of a puppet, I offered basic educational frameworks, which were always presented in a way that encouraged children to think and discover on their own. I encouraged the children to search for their own answers and discoveries, as well as to not depend on responses and interventions from adults. I pointed out the selected natural environments as open, simulative and as an abundant source for exploration, where children and educators can surrender to the flow of events happening around them, such as researching and discovering diverse interests together. Natural spaces do not have prior structures that would restrict children, but offer the possibility of innovative experiences. The spaces themselves became the main source of creating games, exploration and intuitive learning while allowing adults unobtrusive integration into children’s insight concerning the world around them, enabling the development of new ideas and implementation of such in to already existing knowledge. Upon successful completion of the project, children were more confident and more independent in their play and exploration. Knowledge of the seasons and significant events taking place in their domain improved significantly within the course of the project. Children were left to offer suggestions in leading the way to learning about the seasons, reinforcing their own thinking and bond with nature.

In the eighties of the twentieth century society returns to narrative, which is known as "narrative turn". In connection to that started to develop the so-called interdisciplinary narratology in the nineties, from which as a subdiscipline is based a new field econaratology. The theoretical part of the thesis shows where the field has its roots in the context of literary theory of narrative and environmental education. Econaratology is a field that examines the potential of stories for the development and realization of environmental education's topics. It uses stories through which it develops environmental sensitivity, meets the objectives of environmental education and develops inner motivation of students to take care of the nature. The practical part of the thesis introduces the specific use of econaratology in practice. In a qualitative study were used semistructured interviews with the persons of selected environmental education centers and selected forest pedagogues. The aim of the research was to understand the question of how the selected centers do work with the narrative method. Keywords: environmental education, econaratology, environmental education centre, forest pedagogy, narrative theory, story, narration

Cross-curricular themes are important formative elements of education. A forest ecosystem is an environment with great importance and potential, and knowledge of forest ecosystem, processes taking place in it and human activities associated with it can be included in many educational areas. By combining these two phenomena we gain cross- curricular theme "Forest". A possible instrument for realization this theme is the forest pedagogy. In the theoretical part of the work is the term cross-curricular theme delineated and defined in general and also specifically on the example of cross-curricular theme "Forest". About the forest ecosystem are given knowledge that contribute to spreading the results of forestry research and to modernization of teaching about the forest ecosystem at elementary and secondary schools. The forest pedagogy is introduced as an instrument that can significantly contributes to deepen the learning points about "Forest" and its presentation as cross-curricular theme. In the practical part of this work are the results of a survey that contributed to the findings of the current state of implementation of cross-curricular theme "Forest" in teaching in elementary and secondary schools. They turned out, what is the awareness of forest pedagogy among teachers nowadays, and what...

The aim of this degrese work is to support the importace of environmental education and forest pedagogy for the development of children´s perceptions. The theoretical part aim at processing information about the implementation of environmental education in kindergarten school educational curricula and at introducing the notion ?forest pedagogy? (in the Czech Republic and worldwide), its aim and purpose. Furthermore the findings of forest kindergartens both in the Czech Republic and abroad are treated. The practical activity itself contain the proposal of forest pedagogy conceived activities according to seasons for a kindergarten class and their realization. In the present work there is interpreted their contribution to the development of children´s perception