Visiting forest as part of education program in Slovenian kindergartens

Naš namen je ugotoviti, ali se pojavljajo razlike v odnosu do gozda med vzgojiteljicami Mreže gozdnih vrtcev in šol Slovenije ("gozdni vrtci" – G) in tistimi, ki jih v Mreži ni ("splošni vrtci" – S). Naloga se osredotoča na tri sklope: obiskovanje gozda, gozd kot vzgojno-učno okolje ter ovire pri obiskovanju gozda. Podatke smo pridobili s pomočjo spletne ankete na vzorcu 133 vzgojiteljic (30 G). Ugotavljamo, da G gozd obiskujejo pogosteje, enakomerneje preko celega leta, se v njem zadržijo dlje časa ter ga večkrat obiščejo v slabšem vremenu. Kot najpogostejši razlog za obisk gozda S navajajo učenje o naravi, medtem ko G najbolj poudarjajo pomen za zdrav in celosten razvoj otrok. Tri četrtine G se nahajajo v območju gozdnatosti med 20 do 39 % in 40 do 62 %, med S pa je skoraj polovica takšnih, ki se nahajajo v območju gozdnatosti pod 20 %. Med najbolj zaželenimi elementi pri obisku gozda so odmrl les, podrast in voda. Kot izrazito neprimerno okolje za izvedbo dejavnosti v naravi se kaže gošča, med bolj primernimi pa sta panjevec in debeljak. V nalogi predlagamo nekaj smernic, ki bi jih lahko upoštevali pri gospodarjenju z gozdovi v bližini vrtcev.We want to find out if there are differences in the way pedagogical workers perceive forest between those that are part of The Slovenian Network of Forest Kindergartens and Schools ("forest kindergartens" – F), and those that are not part of The Network ("general kindergartens" – G). The thesis focuses on three areas: visiting forest, forest as educational environment and limitations when visiting forest. Data was collected with web survey, on sample of 133 educators from kindergartens (30 F). Results show, that F visit forest more frequently, more evenly through the year, spend there more time, and are more likely to visit it in less favourable weather conditions. G point out that they visit forest mostly to learn about the nature, while F emphasize the importance of children\u27s healthy and all-around development. Three quarters of F are in areas with 20–39 % and 40–62 % forest coverage, while almost half of G are in the areas of forest coverage of less than 20 %. The most desirable elements when visiting forest are dead wood, forest undergrowth and water. It is highly unlikely that educators would visit sapling stand, on the opposite they favor coppice and old growth forest. We propose few guidelines that could be used in the forest management practice in areas near kindergartens