FEATURES OF ORGANISING PRE-SCHOOL EDUCATION IN UNTRADITIONAL NATURAL ENVIRONMENT

Abstract

Relevance of the topic. The richness of children’s experience depends on their learning environment. The environment for learning and education must be dynamic, open and functional. Open learning and education environments leave traditional classrooms behind, settling in ‘classrooms without walls’ for a learning experience that takes place not only at the facilities of the educational institution, but also untraditional locations (forest, park, near a pond, on a beach, etc.). This means applying the theory learned in practice in the nature. Pre-school teachers use this environment to create situations for experiential learning and coordinate the educational process.

Research problem: the difference between education in untraditional natural environment and in traditional kindergarten groups, characteristics of pre-school education in untraditional natural environment and challenges of organising outdoor activities.

Research object. Features of organising pre-school education in untraditional natural environment.

Research purpose: To define the features of organising pre-school education in untraditional natural environment.

Research methods: Scientific literature analysis, focus group study, qualitative (content) data analysis.

Course of the study. The empirical study took place in June 2022. The focus group included 43 informants – pre-school teachers from four pre-school educational institutions, based in Klaipėda. Each focus group study included 9-12 informants from each of the institutions. Participants were selected for the study using the convenience sample of non-probability sampling method. The average work experience of the participants of the study is 19.6 years. The study included 23.8 per cent teachers, 26.2 senior teachers and half (50 per cent) of the participants were teachers-methodologists. Each of the informants were assigned a random code. The informants were encoded in the text based on their institution (first capital letters A-D) and their number (1-12). In parallel to the interpretation of the thoughts, shared by the informants, the study provides empirical material, its descriptions and explanations are supported by theoretical statements.

Research ethics. The study complies with the principles of research ethics: protection, secrecy (confidentiality), benevolence, universality, significance, respect to personal dignity, fairness and right to receive accurate information.

Conclusions

1. Being active creators and moderators of children’s learning experience, pre-school teachers organise activities in untraditional natural environment cooperating with other institutions, colleagues, parents and other experts. Untraditional natural environment involves activities for children from several pre-school educational institutions, several groups from the same kindergarten or a single kindergarten group, accompanied by teachers. Untraditional natural environment is most beneficial for developing skills like getting to know the environment, counting and measuring, interaction with peers and adults.
2. Being in untraditional natural environment, children are more relaxed, curious, inquisitive and motivated to take action. They are also more expressive in terms of their emotions. Methodological measures or things are given another purpose in the natural environment as opposed to working indoors. Untraditional natural environment enables children to get to know all sides of nature and human impact with hands-on activities. This environment develops their imaginations, creativity, long-term memory, attention and sensations. All that improves their understanding of information and cognition.

3. Challenges of organising children’s education in untraditional natural environment include additional intellectual and time costs, detailed planning of the activities, ensuring safety during the trip, financial solutions, weather changes, dangers encountered in nature, and children’s development features, such as low resistance to physical exertion, mood swings, and involuntary attention. There is also a notable lack of parent trust in the teachers