ALTERNATIVE APPROACH IN PRESCHOOL EDUCATION: AN EXAMINATION OF TEACHER, PARENT, AND ADMINISTRATOR OPINIONS IN FOREST SCHOOLS / OKUL ÖNCESİ EĞİTİMDE ALTERNATİF BİR YAKLAŞIM: ORMAN OKULLARINDA ÖĞRETMEN, VELİ VE YÖNETİCİ GÖRÜŞLERİNİN İNCELENMESİ
Abstract
The forest school philosophy is based on a nature-based approach and includes activities centered on active learning in a natural environment within forest schools. Unlike the traditional education system, forest schools are an alternative educational approach that supports holistic development, allows for flexible learning, and provides opportunities for children to learn outdoors using nature. This study aimed to examine the opinions of administrators and teachers working in schools that implement forest school practices in Turkey, as well as the parents of children attending these schools. To achieve this purpose, answers were sought to questions concerning the following: the differences between classroom and outdoor activities in forest school practices and preschool education practices conducted in compliance with the Ministry of National Education (MEB) curriculum; the importance and necessity of forest schools; the need to increase sample practices; the qualifications required to become a forest school educator; and what kind of efforts can be made to raise awareness about the development of forest schools. The phenomenological design, a qualitative research method, was used in this study. The research population consisted of schools in Turkey that implement forest-preschool practices. Of these, seven administrators and 30 teachers working in two public and three private forest preschools that could be reached, as well as 83 parents whose children attended these schools, formed the sample group. The results of the study determined that parents, administrators, and teachers prefer forest schools because they differ from other educational institutions by implementing a student-centered learning approach. While these participants, who consider holistic development important for children, represent a group with high awareness of forest schools, they also drew attention to the difficulties experienced in finding qualified staff.
Orman okulu felsefesi, doğa temelli bir yaklaşıma dayanmaktadır ve orman okulları kapsamında doğal bir ortamda aktif öğrenmeye odaklanan etkinlikleri içermektedir. Geleneksel eğitim sisteminden farklı olarak orman okulları, bütüncül gelişimi destekleyen, esnek öğrenmeye olanak tanıyan ve çocuklara doğayı kullanarak açık havada öğrenme fırsatları sunan alternatif bir eğitim yaklaşımıdır. Bu çalışmada, Türkiye’de orman okulu uygulamalarını hayata geçiren okullarda görev yapan yönetici ve öğretmenlerin, ayrıca bu okullara devam eden çocukların ebeveynlerinin görüşlerinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda; orman okulu uygulamaları ile Millî Eğitim Bakanlığı (MEB) müfredatına uygun olarak yürütülen okul öncesi eğitim uygulamalarında sınıf içi ve açık hava etkinlikleri arasındaki farklar, orman okullarının önemi ve gerekliliği, örnek uygulamaların artırılma ihtiyacı, orman okulu öğretmeni olabilmek için gerekli nitelikler ve orman okullarının gelişimine yönelik farkındalığın artırılması için yapılabilecek çalışmalar gibi sorulara cevap aranmıştır. Çalışmada nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseni kullanılmıştır. Araştırmanın çalışma grubunu, Türkiye’de orman-okulu uygulamalarını hayata geçiren okullar oluşturmuştur. Bu kapsamda ulaşılan iki devlet ve üç özel orman anaokulunda görev yapan yedi yönetici ile 30 öğretmen ve bu okullara devam eden çocukların 83 velisi araştırmanın örneklemini oluşturmuştur. Araştırma sonuçlarına göre; ebeveynler, yöneticiler ve öğretmenler, öğrenci merkezli öğrenme yaklaşımını benimsemeleri nedeniyle orman okullarını diğer eğitim kurumlarından farklı bulmaktadır. Çocuklar için bütüncül gelişimi önemli gören bu katılımcıların, orman okullarına ilişkin yüksek farkındalığa sahip oldukları ancak nitelikli personel bulma konusunda yaşanan zorluklara da dikkat çektikleri belirlenmiştir.
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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6285
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