Stavovi odgajatelja o korištenju vanjskog prostora kao mjesta učenja

U fokusu ovog istraživanja je vanjski prostor kao mjesto učenja djece rane i predškolske dobi. Kada govorimo o učenju djece te dobi presudna je njihova znatiželja koja je u ranom razdoblju izražena u igri, istraživanju okoline i rezultatima njihovih akcija. Djeca su prirodno motivirana za fizičku aktivnost. Ona se povezuju s okolinom, prirodom i samima sobom te su dio promjena koje se kontinuirano događaju u prirodi. Svjesni smo prilika koje im nude aktivnosti na otvorenome i kroz koje spontano i kontinuirano stječu nova iskustva koristeći sva osjetila. Motiviranost za učenje i rad na otvorenome pridonosi razvoju usmjerenosti pažnje, socijalnih vještina, komunikaciji, suradnji i rješavanju konflikata te potiče razvoj svih vještina i sposobnosti u ranoj i predškolskoj dobi. Cilj nam je ispitati stavove odgajatelja o važnosti i preprekama za slobodnu igru i učenje djece na otvorenome s obzirom na razinu prihvaćanja suvremene paradigme i s obzirom na sociodemografske varijable. Pretpostavka je da odgajatelji koji se priklanjaju tradicionalnoj obrazovnoj paradigmi manje prihvaćaju mogućnosti te u manjoj mjeri uviđaju važnost korištenja vanjskoga prostora od odgajatelja koji gaje suvremeni pogled na dijete, njegov odgoj i obrazovanje. Istraživanje je potvrdilo da su odgajatelji koji se priklanjaju suvremenoj obrazovnoj paradigmi ujedno i oni koji u većoj mjeri prihvaćaju i prakticiraju boravak djece na otvorenome. Međutim, istraživanjem se utvrdilo da na te stavove i praksu ne utječe duljina radnoga staža odgajatelja, već prvenstveno njihova razina formalnog obrazovanja. Naime, utvrđeno je da odgajatelji sa završenim preddiplomskim i diplomskim studijem imaju pozitivnije stavove o važnosti boravka djece na otvorenome, te u većoj mjeri osiguravaju kvalitetne uvjete za odvijanje slobodne igre djece na vanjskom prostoru od odgajatelja sa završenom srednjom školom.The focus of this research is outdoor spaces as a place of learning for children of early and preschool age. When we talk about the learning of children of that age, their curiosity is crucial, which is expressed in the early period in play, research of the environment, and in the outcomes of their actions. Children are naturally motivated for physical activity. They connect with the environment, nature and themselves, and they are part of the changes that are continuously happening in nature. We are aware of the opportunities offered to them by outdoor activities, through which they spontaneously and continuously gain new experiences using all the senses. Motivation to learn and work outdoors contributes to the development of attention, social skills, communication, cooperation, and conflict resolution; it encourages the development of all skills and abilities in early and preschool age. Our goal is to examine preschool teachers' attitudes about the importance and barriers to children’s free play and learning outdoors with respect to the level of acceptance of the modern paradigm and with respect to sociodemographic variables. It was assumed that preschool teachers who adhere to the traditional educational paradigm are less receptive to opportunities and less aware of the importance of using outdoor space than preschool teachers who cultivate a modern view of the child, his upbringing and education. The research confirmed that preschool teachers who adhere to the modern educational paradigm are also those who to a greater extent accept and practice children's stay outdoors. However, research has shown that these attitudes and practices are not influenced by the length of service of preschool teachers, but primarily by their level of formal education. Namely, it was found that preschool teachers with bachelor's and master's degrees have more positive attitudes about the importance of children staying outdoors, and to a greater extent provide quality conditions for free play of children outdoors, than preschool teachers who completed only high school