AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Table 28: Sequence of factors - Kindergarten teacher
FACTOR
Sum
of
order
Final
order
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
22
1
Active or passive cooperation of teachers in the activities of forest
pedagogy.
24
2
Not sufficient number of kindergarten teachers
35
3
Excessive expectations of teachers from forest pedagogy programs
39
4
Kendall's Coefficient of Concordance W - 0,29
Table 29: Sequence of factors - Environmental education, its
goal and content
FACTOR
Sum
of
order
Final
order
The focus is on formal education
Kendall's Coefficient of Concordance W -1 *
* In the next analysis, we did not consider this Coefficient of
Concordance as the highest, given that there was only one factor
and the result would be quite distorting.
Table 30: Sequence of factors - Environmental education -
methods and forms
FACTOR
Sum
of
order
Final
order
Formality, the use of monotonous "lecture" forms
15
1
Lack of critical thinking when selecting activities ("pseudo
environmental activities")
27
2
Education based on instruction, without examples of real activities
(children imitate the behavior of adults) in a real environment
30
3
Kendall's Coefficient of Concordance W - 0,44
Table 31: Sequence of factors - Educator of environmental
education (EE) from the external environment
FACTOR
Sum
of
order
Final
order
Lack of qualified environmental education (EE) lectors
23
1
Forest teachers and EE workers are available only for limited
amount time (restrictions by the employer)
28
2
Insufficient staff capacity e.g. State Nature Conservancy for
systematic cooperation with kindergartens
33
3
Availability of forest teachers near to kindergarten
43
4
In ethnically mixed areas, the ability of a forest educator and an EE
worker, to communicate with children in a language they
understand.
53
5
Kendall's Coefficient of Concordance W - 0,40
Table 32: Sequence of factors - External factors
FACTOR
Sum
of
order
Final
order
Weather (low temperatures, strong wind, wet terrain)
41
1
The problem of finding a suitable date with regard to kindergarten
programs and the kindergarten daily schedule
45
2
Lack of projects for the involvement of this target group in non -
formal education
53
3
It is necessary to pay for the transport of children to the forest
55
4
Bad experience of kindergartens from the previous program
focused on environmental education
63
5
It is required to pay for activities
63
5
Overexposure
of offers of educational programs for kindergartens
from external environment
63
5
Random natural phenomena
64
6
The consent of the forest owner / forest manager to enter the forest
is required
93
7
Kendall's Coefficient of Concordance W - 0,21
In the group of factors negatively influencing non-formal pre-
primary education of children from environmental education in
the forest environment, compared to the second round, there was
a change of order in 4 areas. The most significant change of the
order was in the area: External factors, where the factor Lack of
projects for the involvement of this target group in non - formal
education fell to third place and the factor Weather (low
temperatures, strong wind, wet terrain) finished in first place. In
the area of the target group and its predispositions, the factor
Health status of children (allergies, children with behavioral
disorders, etc.) took first place before Kindergarten daily
schedule.
From the point of view of key factors of individual areas, the
order of the second round remained the same. According to
Kendall's Coefficient of Concordance
was the highest
agreement reached in the Location area (W - 0.60).
2.5 Interpretation of research data results
The research carried out by the
Delphi method, which addressed
the research question: What factors influence the non-formal
pre-primary education of children in environmental education in
the forest environment, the following results have been obtained:
Experts identified 67 factors, of which 35 were positive and 32
were negative. The most factors belonged to these areas:
Environmental education - methods and forms - 12; External
factors - 11; Location - 10. The participants consider these areas
to be important. In both groups of factors, factors with a rating
higher than 4 occurred. These can be considered to be the key
factors. The experts identified the most key factors in the areas
of Environmental Education - methods and forms - 8;
Environmental education, its goal and content - 6; Kindergarten
teacher - 5.
The Place area had 4 key factors, but in the area of External
Factors with a high number of factors, none of them reached a
value of 4. Therefore, the participants do not consider them to be
important.
We can declare that the key factors influencing non-formal pre-
primary education of children in environmental education in the
forest environment, identified
by the Delphi method are factors
from the areas of Environmental education - methods and forms
and Environmental education, its goal and content. We will list
them as the participants named them:
Mediation of a living personal experience of nature with all
the senses;
Experiential nature of activities;
Natural activity and creativity of children, the joy of games
and movement
in nature;
The possibility of using forest as a source of ideas and
source of raw materials for creative activities (use of
leaves, fruits, moss, flowers to create works of art - contact
with nature through natural resources);
Forming the foundations for building a positive
relationship with nature (in the cognitive, affective and
psychomotor areas) and the perception of oneself as its
active part (learning to live in nature, with nature and for
nature);
Linking non-formal education in the forest environment to
the already learned subject matters and subject matters that
are currently being studied
within formal education;
A balanced ratio of educational and training goals
appropriate to the age and individual predispositions of the
children;
Systematic approach to information provision
(logical
structure, logical order).
Other important factors that can be perceived as essential are:
It is important to choose a suitable route in terms of terrain
and relief;
Attractiveness of the forest environment with the
possibility of direct observation, the presence of various
objects (feeder, tree stand, nest, anthill);
The use of the kindergarten environment itself
(kindergarten should be a real example of a positive
attitude towards nature also in their own processes);
Didactic ability of the teacher (ability of the teacher to
engage, motivate, explain, listen, manage children's work,
use appropriate experiential activities, games in the forest;
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