Browsing by Subject "child development"

The aim of the study was to investigate the ways in which teachers of early childhood education use nature as a learning environment to support children's development and how children are able to form a relationship with nature. The objective was to investigate teachers' pedagogical methods in using nature as a learning environment and other factors affecting a child's development in this context. In addition, the aim of the study was to determine the impact of the use of nature as a learning environment on the formation of children’s relationship with nature. The theory section focuses on concepts related to the study and the studied effects of nature as a learning environment on child development. The theory section also discusses the pedagogical possibilities of using nature as a learning environment in the context of early childhood education. In addition, the theory section highlights the factors that enable or prevent the development of a child's relationship with nature, and the effects of this relationship on a child’s development. The research questions are: 1. How do teachers use nature as a learning environment to support child development? 2. What have teachers discovered about the impact of using nature as a learning environment on the formation of children’s relationship with nature? The research method was qualitative and the material was gathered using semi-structured interviews. The material was gathered by interviewing three early childhood education teachers working in Helsinki in the municipal sector. The interviews were conducted individually. The analysis of the material was carried out using a theoretical content analysis method. The basis for classification was a theory-based analysis frame with its upper and lower classes. The study found that teachers use nature as a learning environment in diverse ways to support children’s development. Pedagogical activities in nature focus mainly on mathematics, physical activity, mother tongue and literature and environmental education. The teachers agreed that the use of nature as a learning environment benefits children in many ways. Particular benefits were observed in children’s motor skills and socio-emotional development. Children who previously had a weak connection with nature were able to form a stronger relationship with nature. It can be concluded from the research results that the use of nature as a learning environment in the context of early childhood education contributes to the development of children in many ways. Also, it can be said that the time spent in nature contributes to the relationship that the child forms with nature.