The attractiveness of the forest environment and opportunities for direct experience through the senses play important roles in pre-primary environmental education in a forest settingInterest in the benefits of education in forest environments is gaining momentum in many countries worldwide. An understanding of the conditions under which this type of education is possible, and knowledge about what’s involved in the process, is limited. This study addressed these concerns by examining the factors influencing environmental education in the forest environment.
This study was conducted in Slovakia, with a specific focus on non-formal pre-primary environmental education in forest settings. Thirteen experts in related fields -- forestry, forestry politics, education, environmental education, forest pedagogy -- participated in the study. Four participants worked in a university/academic environment, 2 in a school/kindergarten, 5 in an educational institution that provides environmental education, and 2 in an organization that provides environmental education programs. The Delphi method was used to identify the key factors these experts considered to influence the non-formal pre-primary education of children in environmental education in forest environments. This panel of experts participated in three rounds of research, which included identifying factors (positive and negative) influencing pre-primary environmental education of children in forest settings and assessing the level of influence of each factor.
A total of 67 factors were identified by the experts. Thirty-five of these were positive; 32 negative. Factors rated as more important than others related to (1) methods and forms of environmental education, (2) goal and content of environmental education, and (3) the kindergarten teacher. Positive factors rated high in terms of influence included “Natural activity and creativity of children, joy of playing games and movement in nature,” and “Supportive family environment for children”. Negative factors rated high in terms of influence included the use of lecture-like instruction, the lack of critical thinking in selecting activities, and instruction without examples of real activities.
These findings suggest that the most effective approach to environmental education includes “direct personal experience through the senses and contact with nature.” The findings also suggest that supplementary teaching aids and modern digital technologies are not needed to achieve the goals of environmental education for pre-primary children in a forest setting.
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