| Sažetak | Iako nova, šumska pedagogija kao pedagoška disciplina počela je biti sve zastupljenija
u odgojno-obrazovnom radu. U nekim zemljama Europe poput Švedske, Danske i
Njemačke šumska pedagogija u radu s djecom rane i predškolske dobi jako je
zastupljena te se broj takvih vrtića sve više povećava. Ovakav način rada u Republici
Hrvatskoj još nije priznat te se tek počeo integrirati u sustav odgoja i obrazovanja. Ipak,
i u Hrvatskoj postoje vrtići koji rade po principu šumske pedagogije. Šumska
pedagogija djeci pruža prilike da svakodnevno borave i uče u prirodnom okruženju te
samim time djeci daje šansu za cjelokupan razvoj, učenje te nove spoznaje o sebi,
drugima i svijetu. Osim toga djeci pruža mogućnosti za što bolji socijalni, emocionalni,
mentalni i fizički razvoj. Prvi dio ovog rada odnosi se na teorijski dio koji se bavi
šumskom pedagogijom, šumskim vrtićima u Europi te u Republici Hrvatskoj i njihovim
začetcima te se bavi igrom na otvorenome i rizičnom igrom. Drugi dio rada je
istraživački koji se odnosi na provedeno istraživanje s roditeljima djece koja pohađaju
Obrt za čuvanje djece Šumska djeca u Puli. Cilj je usmjeren prema ispitivanju
zadovoljstva te iskustva roditelja s vrtićem u šumi koji pohađaju njihova djeca. |
| Sažetak (engleski) | Forest pedagogy, although it is a new educational discipline, has started to become increasingly present in educational work. In some European countries, such as Sweden, Denmark, and Germany, forest pedagogy is widely used in working with children of early and preschool age, and the number of such kindergartens continues to grow. This approach to work has not yet been officially recognized in the Republic of Croatia and is only beginning to be integrated into the educational system. However, there are kindergartens in Croatia that operate based on the principles of forest pedagogy. It offers children the opportunity to spend time and learn in a natural environment every day, giving them a chance for comprehensive development, learning, and new insights about themselves, others, and the world around them. Additionally, it provides children with opportunities for better social, emotional, mental, and physical development. The first part of this paper focuses on the theoretical aspect, dealing with forest pedagogy, forest kindergartens in Europe and in the Republic of Croatia and their beginnings, as well as outdoor play and risky. The second part of the paper is based on research and focuses on a study conducted with parents of children attending the Forest Children Childcare Service in Pula. The aim is centered on examining the parents' satisfaction and experiences with the forest kindergarten their children attend. |
