Page 57 - Petelin, Ana, et al. 2019. Eds. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Proceedings. Koper: University of Primorska Press
P. 57
The deterministic coefficient R2 shows that the included explanatory the frequency and duration of organized outdoor activities 55
variables explain 37.8% of the variance of the dependent variable. Corrected
R2, which eliminates the influence of a number of explanatory variables, shows
that 35.8% of the variance is explained. Despite a relatively small proportion,
the F-test reliability of the regression equation shows its high statistical signif-
icance.
On the basis of the obtained results, we explained both common and the
two separate models, which explain the dependent variable “frequency and
duration” of the performance of OGDP, explained by four independent vari-
ables, them being knowledge, environment, opinion and management sup-
port. From the analysis of the results of multiple regression we can understand
that those children whose educators have greater knowledge will spend more
and more time in nature more often. Furthermore, the children from kinder-
gartens where leadership provides more support to educators will spend more
time in nature. More often will be in nature the children of those kindergartens
that have better conditions for access to nature.
Discussion
The results of our research show that the frequency and duration of OGDP are
mainly influenced by the knowledge of educators, the environment and the
support of management. In the discussion, we therefore want to highlight three
aspects of the data obtained. The first aspect is the reflection on the importance
of the educators’ opinions, which in none of the comparisons proved to be a
statistically significant factor in the impact on OGDP. Another aspect of think-
ing is the knowledge of educators. For both frequency and duration, this aspect
is always statistically significant. And the third aspect is thinking about the dif-
ferences between the environment and the support of the management. The
environment is important in the frequency of performance of OGDP, while the
importance of support for management is affected by the duration of OGDP.
Some previous studies have shown that the opinion of educators is relat-
ed to the performance of activities of movement (Marinšek and Kovač, 2018).
Other research also found, directly or indirectly, that subjective theories, espe-
cially in an open curriculum, lead the educator into the guidance of the peda-
gogical process (Gregorc et al, 2012; Malčič and Marič-Jurisin, 2017). We believe
that the fact that our results did not show a connection between the opinion of
educators and the frequency or rather the duration of OGDP, clearly indicate
the professionalism of educators in their work.
Many researchers have studied the importance of the knowledge point
of view (Zuljan and Trošelj, 2014). The professional development of the educa-
tor has become a necessity since society has changed extremely and dynami-
cally in the last decades, and the new discoveries in the field of neuroscience
are changing and the importance of appropriate incentives in the preschool pe-
riod is confirmed by the thought: “The smaller the child is, the more we need
variables explain 37.8% of the variance of the dependent variable. Corrected
R2, which eliminates the influence of a number of explanatory variables, shows
that 35.8% of the variance is explained. Despite a relatively small proportion,
the F-test reliability of the regression equation shows its high statistical signif-
icance.
On the basis of the obtained results, we explained both common and the
two separate models, which explain the dependent variable “frequency and
duration” of the performance of OGDP, explained by four independent vari-
ables, them being knowledge, environment, opinion and management sup-
port. From the analysis of the results of multiple regression we can understand
that those children whose educators have greater knowledge will spend more
and more time in nature more often. Furthermore, the children from kinder-
gartens where leadership provides more support to educators will spend more
time in nature. More often will be in nature the children of those kindergartens
that have better conditions for access to nature.
Discussion
The results of our research show that the frequency and duration of OGDP are
mainly influenced by the knowledge of educators, the environment and the
support of management. In the discussion, we therefore want to highlight three
aspects of the data obtained. The first aspect is the reflection on the importance
of the educators’ opinions, which in none of the comparisons proved to be a
statistically significant factor in the impact on OGDP. Another aspect of think-
ing is the knowledge of educators. For both frequency and duration, this aspect
is always statistically significant. And the third aspect is thinking about the dif-
ferences between the environment and the support of the management. The
environment is important in the frequency of performance of OGDP, while the
importance of support for management is affected by the duration of OGDP.
Some previous studies have shown that the opinion of educators is relat-
ed to the performance of activities of movement (Marinšek and Kovač, 2018).
Other research also found, directly or indirectly, that subjective theories, espe-
cially in an open curriculum, lead the educator into the guidance of the peda-
gogical process (Gregorc et al, 2012; Malčič and Marič-Jurisin, 2017). We believe
that the fact that our results did not show a connection between the opinion of
educators and the frequency or rather the duration of OGDP, clearly indicate
the professionalism of educators in their work.
Many researchers have studied the importance of the knowledge point
of view (Zuljan and Trošelj, 2014). The professional development of the educa-
tor has become a necessity since society has changed extremely and dynami-
cally in the last decades, and the new discoveries in the field of neuroscience
are changing and the importance of appropriate incentives in the preschool pe-
riod is confirmed by the thought: “The smaller the child is, the more we need
