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Šolski vrt daje možnosti za izkušenjsko učenje o zdravem načinu prehranjevanja, pri čemer se otroci ozaveščajo o izvoru hrane, o razvoju, pridelavi in predelavi vrtnin. Le z aktivnim sodelovanjem pri takšnih dejavnostih bodo lahko kot odrasli člani družbe zavestno odločali o tem, kakšno hrano bodo jedli, kako bodo ravnali z zemljo, ki je vir preživetja, ter si prizadevali za samooskrbo našega naroda. Neposreden stik z delom kmeta prispeva k boljšemu odnosu do zelenih poklicev in k odločanju za zaposlitev v poklicih, ki so prijazni do okolja. V raziskavi smo raziskali, koliko otroci prve triade poznajo vrtnine, njihov izvor in razvoj ter ali lahko z aktivnim vključevanjem v dejavnosti pridelave hrane izboljšamo njihovo znanje o vrtninah in odnos do uživanja vrtnin. Preverjali smo tudi, ali z vključevanjem otrok v dejavnosti, pri katerih dobijo neposredne izkušnje z delom kmeta, izboljšamo odnos do poklica kmeta. Dejavnosti smo pripravili in izvajali s skupino otrok iz prve triade, ki je v šoli obiskovala naravoslovni krožek. Pol leta smo obdelovali šolski vrt, na katerem smo posadili in posejali zelenjavo, žito, zelišča in jagode, zanje skrbeli ter si ob primernem času iz lastnih pridelkov pripravili okusne malice. Aktivnosti na vrtu smo tesno povezali z dejavnostmi na ekološki kmetiji Pôrta, kjer so otroci spoznavali še druge vidike, povezane z ekološko pridelavo hrane – spoznavali smo delo kmeta, pomen ekološkega kmetijstva, pomen domačih živali na kmetiji in živali v vrtnih tleh, predelavo žita, orodje in kmetijske stroje. Individualne intervjuje smo pred dejavnostmi in po njih izvedli z eksperimentalno in kontrolno skupino. Otroci, ki so pri dejavnostih sodelovali, so bili pri drugem intervjuvanju veliko uspešnejši pri prepoznavanju in poimenovanju vrtnin ter so imeli občutno natančnejšo predstavo o njihovem razvoju. Dokazali smo, da izkušnje s pridelavo in pripravo vrtnin pozitivno vplivajo na stališča otrok do uživanja vrtnin, saj so jih imeli po dejavnostih raje kot prej. Izboljšal se je tudi njihov odnos do poklica kmeta. Ugotavljamo, da pridelava hrane na šolskem vrtu omogoča spoznavanje zakonitosti narave, spodbuja zdrav življenjski slog, vzgaja za trajnostni razvoj in vključuje učenje z glavo, srcem in rokami. Vrtnarjenje otrokom veliko pomeni in delo na vrtu bi moralo postati obvezen del aktivnosti na vsaki vzgojno-izobraževalni enoti. A school garden offers possibilities for experimental learning about healthy eating, whereas children raise awareness about the origin of the food, about development, growing and processing of vegetables. Only through active participation in such activities will we be able to make better-informed choices about what food to eat, how to treat the earth, which is a source of livelihood, and strive for the self-sufficiency of our nation. A direct contact with the work of a farmer can improve the attitude towards the green professions and towards taking decision about employment in environmentally friendly professions. In our research, we investigated how much children of the first triad know vegetables, their origin, as well as development, and if we can improve the knowledge of children and their attitude towards eating vegetables with active involvement in activities of growing food. By integrating the children in activities which provide direct farm work experiences, we also examined if we can improve the attitude of the children towards the profession of a farmer. We prepared the activities with the group of children from the first triad that attended the natural science class in school. For half a year, we cultivated the school garden and planted vegetables, cereals, herbs and strawberries, looked after them and, at the appropriate time, we prepared tasteful snacks from our own products. The activities in the garden were closely associated with the activities at the organic farm Porta, where children became acquainted with organic food production – we learned about the farmer’s work, the meaning of organic farming, of domestic farm animals, as well as animals that live in the garden soil, the processing of cereals, agricultural implements and machines. Before and after the activities, we made individual interviews with the experimental and control group. Children who were involved in the activities were much better in recognising and naming of vegetables. They had also a much more precise idea about development of vegetables. We proved that the experiences with growing and processing of vegetables have a positive impact on the view of children about eating vegetables since they liked them more after the activities than before. Their attitude towards the profession of the farmer improved as well. We noted that growing vegetables in school garden enables the discovery of the lawfulness of nature, enhances a healthy lifestyle, educates us for sustainable development and includes learning with head, heart, and hands. Gardening has great importance for children and it should become an obligatory part of activity in every educational unit. |
