Advantages and Disadvantages of Forest Kindergarten in Czech Republic

Michek, Stanislav; Nováková, Zuzana; Menclová, Lucie

doi:10.1016/j.sbspro.2015.01.186

Cited by 10 publications

(8 citation statements)

References 7 publications

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“…However, the disadvantages that can be experienced from this natural-based school lies in safety that is the risk of natural activities, insects, minor injuries, and hygiene of objects around the child that can affect the child's health as well. The conclusions of this study are related to existing empirical investigations and theoretical knowledge about the possibility of comparing common kindergartens and nature-based kindergartens [16].…”

Section: Literature Reviewmentioning

confidence: 60%

Implementation: Natural based Kindergarten Learning in Bantul, Yogyakarta

Purnamasari¹,

Fauziah²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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Based kindergarten uses the universe as a medium and learning resource. Not only in the learning process, but also in terms of facilities and infrastructure. The purpose of this study is to find out the standards of educators, curriculum, facilities and infrastructure of Natural Kindergarten in Bantul, Yogyakarta. This research method is qualitative research that is descriptive naturalistic with case study design. The data were collected through participant observation, in-depth interviews, and documentation retrieval. As for data analysis through data reduction, display then make a conclusion or verification. This research indicates that the curriculum used in Natural kindergarten in Bantul, Yogyakarta referring to the curriculum service, with the strengthening of environmentally-based curriculum because for the means and infrastructure also refers to nature.

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Section: Literature Reviewmentioning

confidence: 60%

Implementation: Natural based Kindergarten Learning in Bantul, Yogyakarta

Purnamasari¹,

Fauziah²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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“…There are now almost 150 forest kindergartens in the Czech Republic. These care for and educate about 3000 children [16].…”

Section: Early Childhood Education In the Czech Republicmentioning

confidence: 99%

Czech Preschool Children’s Conceptions about Nature

Jančaříková

2021

Sustainability

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This study focused on young children’s understanding of nature, an issue observed to be a research gap in the scientific community. The question “What nature?” is central to this research. Answers to this question were obtained from 342 children from 21 Czech kindergartens, and results showed 302 preschool and children (aged from 3 to 6.5 years) from the sample displayed a conceptual understanding of nature and expressed their ideas verbally. Qualitative content analysis and comparative analysis (nouns and verbs separately) were performed on the results. Most children interpreted nature through lists of objects or as a space or a concrete place, and most of the objects mentioned related to living nature. Children used verbs describing natural events more often than verbs describing their own or human activities in nature. The comparison between children’s, adults’, and pupils’ concepts of nature shows that children expressed their concepts in a similar, albeit not identical, manner to adults. They expressed the utilitarian and aesthetic value of nature, showed a scientific interest and an emotional connection to nature, and showed their joy in interacting with nature. Children understood nature more positively (no fear, aversion, or efforts to control nature) than adults. Czech children noticed more plants and mushrooms than Norwegian children. A similar percentage of Czech and Australian children included people on their lists of nature. Although certain similarities in children’s answers were noted, each child understands nature individually. Teachers should respect this fact and consider this in environmental and global education.

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“…Hence, skills and knowledge about planning, implementing, and evaluating parent involvement activities are critical for cooperating to lead children about SD and EfS. On the other hand, parental beliefs about the outdoors associate with risk (Knight, 2013;Michek et al, 2015), so it is a barrier to EfS. Therefore, family involvement is critical especially using the outdoor environment as a resource.…”

Section: Discussionmentioning

confidence: 99%

A Collaboration Project on Education for Sustainability: Professional Development Needs of Turkish Preschool Teachers

Pamuk¹,

Öztürk²,

Pamuk³

et al. 2021

Kuramsal Eğitimbilim

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The purpose of this study was to determine the preschool teacher's professional development (PD) needs about education for sustainability (EfS) as the first stage of a PD project. The general knowledge of teachers on sustainable development (SD) and their experience in preparing and implementing EfS activities was investigated. The data were collected from 1126 participants via a survey to determine preschool teachers' knowledge level about SD and their practice to develop a PD program. Most preschool teachers acknowledge the term SD and revealed limited SD knowledge. Organizing learning centers and using outdoor learning environments on EfS were seen as challenging tasks for them. Few of them find themselves competent in family participation efforts for SD.

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Advantages and Disadvantages of Forest Kindergarten in Czech Republic

Cited by 10 publications

References 7 publications

Implementation: Natural based Kindergarten Learning in Bantul, Yogyakarta

Implementation: Natural based Kindergarten Learning in Bantul, Yogyakarta

Czech Preschool Children’s Conceptions about Nature

A Collaboration Project on Education for Sustainability: Professional Development Needs of Turkish Preschool Teachers

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