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Journals / Çocuk ve Gelişim Dergisi / 2026 / Issue: Özel Sayı

Learning in Nature: Nature-Based Education Practices in the Education Processes of Children with Developmental Disabilities

Doğada Öğrenmek: Gelişim Yetersizliği olan Çocukların Eğitim Süreçlerinde Doğa Temelli Eğitim Uygulamaları

Fidan Güneş Gürgör Kılıç(İSTANBUL KÜLTÜR ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-0568-5825
Pages
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Publication Date
2026-04-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

A limited number of studies were analysed and it was found that nature-based education practices contributed positively to the development of children with developmental disabilities and supported children in many ways.

📌 3 Key Takeaways

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Objective & Hypothesis:Interaction with nature is an important part of children's lives.
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Key Findings & Data:In line with this purpose, studies on nature-based education practices for children with developmental disabilities between 2010 and 2024 were found in the literature.
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Conclusion & Impact:A limited number of studies were analysed and it was found that nature-based education practices contributed positively to the development of children with developmental disabilities and supported children in many ways.
🔬Design:Review & Systematic Survey
📍Scope:2010 Verileri
⚙️Variables:Nature · nature-based education practices · outdoor-based education practices

Abstract

Interaction with nature is an important part of children's lives. Nature offers teaching opportunities to support children's development in daily life and affects children's development in a multidimensional way. Children's interaction with nature can be in the form of free play in nature, nature walks, camping experiences, wild nature adventures, nature-based programmes, nature-based curriculum, nature-based kindergartens, forest schools, school gardens. By including nature-based education practices in the education system, it is possible to contribute to the developmental areas of children with developmental disabilities. In addition, the inclusive feature of nature can support the participation of children with typical development and children with developmental disabilities in group activities together and support their peer relations. The aim of this study is to reveal the contribution of nature-based education practices to the educational processes and development of children with developmental disabilities, to discuss the findings of related studies and to offer suggestions. In line with this purpose, studies on nature-based education practices for children with developmental disabilities between 2010 and 2024 were found in the literature. A limited number of studies were analysed and it was found that nature-based education practices contributed positively to the development of children with developmental disabilities and supported children in many ways. In most of the studies, it is seen that applications are carried out with children with autism spectrum disorder and most of the studies focus on social and motor skills. In the findings of some studies, it is stated that outdoor environments are more motivating for children than traditional classrooms. In addition to children, when teachers are supported with coaching, they can design nature-based activities for their students and enjoy outdoor education. Considering the research in the literature, there is a need for research on nature-based education practices that include evidence-based practices. In addition, it is important that the architectural structure of the schools, the organisation of the environment, the curriculum should be reviewed for nature-based education practices and teachers should be informed about nature-based education practices.

Özet

Doğa ile etkileşim çocukların yaşamının önemli bir parçasıdır. Doğa, günlük yaşamda çocukların gelişimlerini destekleyecek öğretim fırsatları sunmakta ve çocukların gelişimini çok boyutlu olarak etkilemektedir. Çocukların doğa ile etkileşime geçmesi, doğada serbest oyun, doğa yürüyüşleri, kamp deneyimleri, vahşi doğa maceraları, doğa temelli programlar, doğa temelli müfredat, doğa temelli anaokulları, orman okulları, okul bahçeleri şeklinde olabilmektedir. Eğitim sistemi içerisinde doğa temelli eğitim uygulamalarına yer verilerek gelişim yetersizliği olan çocukların gelişim alanlarına katkı sunulabilmektedir. Ayrıca doğanın kapsayıcı özelliği, tipik gelişim gösteren ve gelişim yetersizliği olan çocukların birlikte grup etkinliklerine katılmalarını ve akran ilişkilerini destekleyebilmektedir. Bu araştırma, doğa temelli eğitim uygulamalarının gelişim yetersizliği olan çocukların eğitim süreçlerine ve gelişimlerine katkısını ortaya koymak, ilgili araştırmaların bulgularını tartışmak ve öneriler sunmaktır. Bu amaç doğrultusunda alanyazında 2010-2024 yılları arasındaki gelişim yetersizliği olan çocuklara yönelik doğa temelli eğitim uygulamalarına ilişkin araştırmalara ulaşılmıştır. Sınırlı sayıdaki araştırma incelendiğinde, doğa temelli eğitim uygulamalarının, gelişim yetersizliği olan çocukların gelişimlerine olumlu katkı sağladığı ve birçok yönden çocukları desteklediği belirtilmektedir. Ulaşılan araştırmaların çoğunda otizm spektrum bozukluğu olan çocuklarla uygulamalar gerçekleştirildiği, çoğu araştırmada sosyal, motor becerilere odaklanıldığı görülmektedir. Bazı araştırmaların bulgularında ise açık hava ortamlarının çocuklar için geleneksel sınıflardan daha motive edici olduğu belirtilmektedir. Ayrıca çocukların yanı sıra öğretmenler koçluk uygulaması ile desteklendiğinde öğrencilerine doğa temelli etkinlikler tasarlayabildiği ve açık havada eğitim vermekten keyif aldıkları görülmektedir. Alanyazındaki araştırmalara bakıldığında, kanıta dayalı uygulamalar içeren doğa temelli eğitim uygulamalarına yönelik araştırmalara ihtiyaç duyulmaktadır. Ayrıca okulların mimari yapısı, bulunduğu çevrenin düzenlenmesi, müfredatın doğa temelli eğitim uygulamalarına yönelik gözden geçirilmesi ve öğretmenlerin doğa temelli eğitim uygulamalarına ilişkin bilgilendirilmesi önem taşımaktadır.

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Cite This Article

Kılıç, F. G. G. (2026). Learning in Nature: Nature-Based Education Practices in the Education Processes of Children with Developmental Disabilities. Çocuk ve Gelişim Dergisi, Issue: Özel Sayı. https://doi.org/10.36731/cg.1686695

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