Assessment of Learning With Nature in Preschool

Abstract

Learning with nature is a form of psychological therapy for all, including children with disability. Beyond the psychological aspect, access to outdoor green space can also improve social, environmental, developmental, emotional and behavioural, and even medical outcomes. In Malaysia, studies of learning with nature remain scarce due to the Malaysian education system’s focus on indoor learning rather than outdoor learning. This research aimed at determining perceptions towards the application of learning with nature among preschool educators. Qualitative methods were used for data collection, consisting of structured interview and field observation. Four preschools were selected as sample. Results show that learning with nature contributes to the positive development of the children. The approaches used to instil nature awareness include conducive landscape, environmental activities, outdoor class activities, outdoor free play, formal education and recreational programme outside a preschool. These involved both outdoor and indoor spaces and facilities.

Okul Öncesi Öğretmenlerinin Okul Dışı Öğrenme Ortamlarının Pedagojik Katkılarına İlişkin Görüşleri

“…In addition, out-of-school learning environments have been found to improve communication, observational skills, and creative thinking. This finding can be seen in many studies in the literature (Ata-Doğan & Boz, 2019;Saleh et al, 2018;Uludağ, 2017;Wojciehowski & Ernst, 2018). In addition, teachers emphasized the role of out-of-school learning environments in teaching values such as respect, helpfulness, and responsibility.…”

“…Okul dışı öğrenme ortamları, okul öncesi ve erken çocukluk eğitimi alanlarında geniş şekilde ele alınan bir konudur. Yurtdışında bu alanlarda yapılan çalışmalar incelendiğinde (Änggård, 2010;Becker, Grist, Caudle ve Watson, 2018;Jidovtseff, Kohnen, Belboom, Dispa ve Vidal, 2021;Kos ve Jerman, 2013;MacQuarrie, Nugent ve Warden, 2015;Saleh, Latip ve Rahim, 2018;Valentini ve Bartolucci, 2019;Wojciehowski ve Ernst, 2018), araştırmaların büyük çoğunluğunda fen ve doğa etkinliklerinin ön plana çıktığı görülmektedir. Yurtiçinde yürütülen çalışmalarda ise (Alat, Akgümüş ve Cavalı, 2012;Arnas ve Sarıbaş, 2020;Ata-Doğan ve Boz, 2019;Civelek ve Özyılmaz-Akamca, 2018;Çetken ve Sevimli-Çelik, 2018;Çıtak ve Arabacı, 2017;Karamustafaoğlu, Ayvalı ve Ocak, 2018;Köseoğlu, Gökbulut, Pehlivanoğlu ve Mercan, 2016;Mart, Alisinanoglu ve Kesicioglu, 2015;Özer ve Yıldırım-Polat, 2019;Temiz ve Karaarslan-Semiz, 2019;Uludağ, 2017), dış mekânların, okul bahçelerinin ve bazı okul dışı öğrenme ortamlarının kullanım durumları, mevcut şartları, özellikleri ve katkıları incelenmiştir.…”

“…Bunlardan Coşkun-Keskin ve Kaplan (2012), oyuncak müzelerine yapılan gezi ile öğrencilerde barış ve emeğe saygı değerlerinin geliştirilebileceğini ifade etmiştir. Saleh, Latip ve Rahim (2018), doğayla öğrenmenin sorumluluk, özgüven, doğaya duyarlılık ve farkındalık değerlerinin geliştirilmesindeki katkısına vurgu yapmışlardır. Ayrıca Çifçi, Dere ve Eren (2021) tarafından yapılan çalışmada okul öncesi alanında değerler eğitimiyle ilgili hazırlanan tezler incelenmiştir.…”

“…These guidelines recommend out-of-school learning environments and activities for each learning outcome . The use of out-of-school learning environments such as open spaces and school gardens included in the 2013 Preschool Education Program and related to different developmental areas were studied along with their current conditions, characteristics, and contributions (Änggård, 2010;Ata-Doğan & Boz, 2019;Ayvalı & Ocak, 2018;Becker et al, 2018;Gökbulut et al, 2016;MacQuarrie et al, 2015;Mart et al, 2015, Saleh et al, 2018Temiz & Karaarslan-Semiz, 2019;Uludağ, 2017Uludağ, , 2021Valentini & Bartolucci, 2019;Wojciehowski & Ernst, 2018). This study aimed at identifying preschool teachers' views on the pedagogical contribution of outof-school learning environments based on the relevant literature.…”

Developing a Conceptual Model for the Causal Effects of Outdoor Play in Preschools Using PLS-SEM

“…The role of the outdoor environment is significant in early childhood learning. Outdoor environment provides a platform or space that challenges children and allows children to investigate and think, to conduct their favorite activities including meeting new friends [26]. New learning is directly introduced through exploration in outdoor environments together with providing children the ideas of the world surrounding them.…”