THE IMPORTANCE OF OUTDOOR LEARNING AT EARLY AGES

The idea of learning outside the classroom, i.e. learning outdoors, is not at all new and recent. The beginnings of outdoor learning can be found in the works of pedagogical classics (Russo, Froebel, Pestalozzi, Montessori) at the end of the 18th and the beginning of the 19th century, but also by Serbian pedagogues, primarily Sreten Adžić, the first headmaster of the Serbian Royal Men’s Teacher’s School in Jagodina (1897), although they teach intuitively different skills, children’s play and stay outdoor is as old as human civilization. It wasn’t until the late eighteenth century that children began to be seen as individuals in their own right; previously they were regarded by society as miniature adults .. In the paper, we analyze the advantages and importance of outdoor learning for children at an early age and present the results of the students survey - future preschool teachers of the Faculty of Education of the University of Kragujevac, who, for the first time within their formal education, had the opportunity to, both theoretically and practically, become familiar with the basic principles of forest pedagogy and outdoor learning. 43 students of the final year of academic studies in the department for teacher in preschool institutions filled out the survey anonymously on a five-point Likert-type scale. The results show that students’ prior knowledge - future preschool teachers about forest pedagogy and outdoor learning is rather modest, that most respondents have positive opinion about working with children in nature and considers such work interesting, useful, but difficult and demanding. Future preschool teachers believe that the benefits of working with children in nature are great, starting with motor development, through physical and mental health, to the development of ecological awareness and a positive attitude towards nature as a whole. Significant number of respondents are of the opinion that by attending the proffesional meeting and workshop “Šumagogija (šuma meaning forest + pedagogy ) - forest pedagogy from idea to realization” significantly increased their professional competence by visiting the forest playground in the Botanical Garden in Kragujevac and openly expresses the view that, if given the opportunity, they would accept a job in the forest kindergartens. For these reasons it is necessary that forest pedagogy and methodological specifics of outdoor learning become an integral part of compulsory subjects at the basic studies of future preschool teachers, to systematically carry out professional development of people who work with children of early ages and to enable teachers who are already employed in preschool institutions to attended seminars, round tables, gatherings and teacher trainings that have as their theme work with children in nature, in the forest, and outdoors.