INVESTIGATION OF THE EFFECTS OF SEA AND FOREST SCHOOL PRACTICES ON PRESCHOOL STUDENTS: A PHENOMENOLOGICAL ANALYSIS

Abstract. This research aims to examine the effects of activities in the sea  and forest school, which is an alternative approach in preschool education,  on the cognitive, emotional, social and physical-psychomotor development of preschool students in terms of different variables. In our time, the  tendency towards alternative education approaches is increasing, which is  learner-centered, motivates children’s natural curiosity, is based on personal skills, emphasizes experiences, is interested in how the child learns,  and takes into account creativity, prediction, analysis and decision-making  skills. In this respect, it is of great importance to determine and evaluate  the benefits of these educational approaches to education. The universe of  the research included 12 preschool teachers working in Erdemli District  of Mersin Province in the 2019-2020 academic year and bringing their  students to the sea and forest school. Phenomenological design, one of the  qualitative research methods, was used in this study. It has been frequently emphasized that these practices affect children’s cognitive, affective,  social and physical-psychomotor development positively and contribute  positively to children’s exploration, self-confidence, self-esteem, sharing,  cooperation and decision-making skills, most importantly, their sensitivity  and awareness towards nature has increased.

Keywords: Sea and Forest School, preschool education, out-of-class education, creativity, prediction, self-confidence, cooperation.