AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
procedures, appropriately chosen forms of
education
67
The willingness and ability of the forest
pedagogue “to adapt to children`s level of the
mental maturity and their height.“
0
0
1
4
7
4,
5
5
Influence of external authorities (possibility
of implementation of EE educators in the
environment of kindergartens)
0
0
5
6
1
3,
67
4
Table 8: Measure of impact - External factors
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
EXTERNAL FACTORS
1
2
3
4
5
No. of votes from panelists
Absolute number -
It is important with which organizations
dealing with environmental education
the kindergarten cooperates
1
0
4
3
4
3,75
4
Financing of activities offered by
commercial or contributory
organizations or using projects funding
1
1
6
3
1
3,17
3
Results of the 2nd round of the Delphi research method for
positive factors
Most factors with a positive impact with an average above the
value of 4 occurred in the following areas: Environmental
education, its goal and content – there were 7 factors and 5 of
them reached the required value; Environmental education -
methods and forms - there were 9 factors and 5 of them reached
the value of 4.
Among all the factors, the highest value of influence was
achieved by: Natural activity and creativity of children, joy of
playing games and movement in nature; Supportive family
environment for children. The factor of Natural activity and
creativity of children, the joy of games and movement in nature
was clearly attributed by the participants to a higher degree of
influence over the factor of The Potential of modern
technologies and their effective use in educational activities
.
The
participants attributed identical requirements to the kindergarten
teacher and the environmental education educator from the
external environment. Factors with the highest value in the given
areas: Didactic ability of the teacher (the teacher's ability to
engage, motivate, explain, etc. and The training of the lecturer,
his erudition in pedagogical procedures, appropriately chosen
forms of education.
As for the Place area, the participants considered the factors of
Choosing a suitable route in terms of terrain and attractiveness
of the forest environment with the possibility of direct
observation, the presence of various objects (feeder, tree stand,
etc.) to be the most important. For informal pre-primary
education of children in environmental education in the forest
environment is that considered to be the key in developing their
cognitive processes.
Similarly as we described the factors with a positive impact, in
the following section we present the factors that negatively
affect the non-formal pre-primary education of children in
environmental education in the forest environment. They are
presented
in Tables 9 - 16.
Table 9: Measure of impact – Location
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
LOCATION
1
2
3
4
5
No. of votes from panelists
Absolute number -
Accessibility of the forest environment
to the kindergarten (it is far from the
forest, there is no forest environment
near the kindergarten)
0
1
3
2
6
4,08
4,5
It is necessary to pay attention to safety
in the forest in terms of cleanliness (e.g.
garbage)
1
2
2
5
2
3,42
4
There may be a restriction of entering
the forest in terms of logging or other
forestry activities
1
2
4
2
3
3,33
3
Lack of necessary infrastructure in the
forest for rest (benches, rubbish bins,
rest areas, nature trails, etc.)
3
0
5
3
1
2,92
3
Table 10: Measure of imact - Target group and its
predispositions
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
TARGET GROUP AND ITS
PRESISPOSITION
1
2
3
4
5
No. of votes from
panelists
Absolute number -
Kindergarten daily schedule
0
2
2
6
2
3,
67
4
Health status of children (allergies,
children with behavioral disorders, etc.)
0
3
2
4
3
3,
58
4
Physical fitness of children
0
2
3
5
2
3,
58
4
Table 11: Measure of impact - Parents / family environment
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
PARENTS / FAMILY
ENVIRONMENT
1
2
3
4
5
No. of votes from panelists
Absolute number -
Negative relationship patterns in family
towards nature, inappropriate upbringing
in the family and the absence of
developing responsibility
for one's own
behavior and actions
0
0
0
5
7
4,58
5
Social status of the family (possibility to
get clothes and footwear suitable / of
good quality for the forest environment
0
4
4
4
0
3
3
Parental consent and the demand to be
informed in advance about the event is
required
1
5
2
2
2
2,92
2,5
Table 12: Masure of impact - Kindergarten teacher
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
KINDERGARTEN TEACHER
1
2
3
4
5
No. of votes from panelists
Absolute number -
Teachers' interest in knowledge of the
forest, which may not always correspond
to publicly presented facts, and a
willingness to apply it and communicate
it to children
0
0
2
6
4
4,17
4
Active or passive cooperation of
teachers in the activities of forest
pedagogy
0
0
4
6
2
3,83
4
Not sufficient number of kindergarten
teachers
0
4
5
1
2
3,08
3
Excessive expectations of teachers from
forest pedagogy programs
0
3
6
2
1
3,08
3
Table 13: Measure of impact - Environmental education, its goal
and content
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
ENVIRONMENTAL EDUCATION,
ITS GOAL AND CONTENT
1
2
3
4
5
No. of votes from panelists
Absolute number -
The focus is on formal education
0
0
3
5
4
4,08
4
- 155 -