| Abstract [eng] |
In recent decades, the interest in physical environment of children’s living world increased. When making the importance of child’s participation relevant (which, is the basis of conceptualisation of the meaning), creating dialogue-based socio-pedagogical, spiritual, partnership relations-based educational environment, it is important to understand that socio-educational content of outdoor educational environment is not only a whole of specific means reflecting expression of child’s personality but also a space being created together with an adult, where personality’s fundamental value benchmarks form. This means that today’s education science faces highly relevant benchmarks not only signifying (allowing measurement) quality of teaching/learning environment (physical, material), but also meanings attributed to educational environment too. The research aim is to create the concept of the content of outdoor educational environment of a pre-school education institution by carrying out meta-contextual analysis of experiences of participants of the process of teaching and learning facilitating the emphasis of the components of the content of outdoor educational environment and their meaning in the child-oriented paradigm. The research data facilitates both elimination of naturally understood matters and conscious processes of change because transformation of the public discourse requires analysis/discussion/publicising of classical attitudes making education stereotypical. Present-day categories of a child and childhood are met by solutions ways offering the search in philosophical-praxeological teaching and learning approaches. |
