Abstract


THE EXAMINATION OF PRE-SCHOOL TEACHERS' PERSPECTIVES ON EDUCATION IN NATURE

Nature-oriented education helps children get to know the natural environment in which they live, strengthen their ties with nature, take responsibility for possible environmental problems and produce solutions for environmental problems. This study aims to examine the perspectives of pre-school teachers on education in nature. The research is a descriptive study designed according to the qualitative research approach. The study sample consists of 20 pre-school teachers working in three kindergartens affiliated with the Ministry of National Education in the city center of Aksaray. The 'Demographic Information Form' and 'Semi-Structured Interview Form' prepared by the researchers were used to collect the data. The collected data were analyzed using the content analysis technique. As a result of the research, all the teachers in the study group stated that education should be given in nature. They defined education in nature as “learning in nature, making observations, learning by doing, being curious, using natural materials, doing research and producing products”. In addition, teachers reported the materials necessary for education in nature as "everything in nature" and "materials suitable for age and development". Teachers participating in the research stated that education in nature has a positive effect on many developmental areas of children. According to another important finding of the study, the participating teachers stated that the most important risks for education in nature are “safety, weather conditions and lack of knowledge of the educators”. In addition, they mentioned the "physical and environmental problems, lack of knowledge of parents and readiness of the child" to be the negative factors affecting education in nature. In line with these findings, suggestions for future studies are given.



Keywords

Education in nature, pre-school, teacher opinions


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