magistrsko delo
Karin Govek (Author), Tatjana Hodnik Čadež (Co-mentor)

Abstract

Pojem »kurikulum« je širši in celovitejši od pojma »program« in s seboj nosi tudi premik od tradicionalnega poudarka na vsebinah k poudarku na sam proces predšolske vzgoje (Kurikulum za vrtce, 1999). V magistrski nalogi smo predstavili Kurikulum za vrtce v Sloveniji in ga primerjali z nekaterimi tujimi državi, predvsem s skandinavskimi državami, ki imajo primerljiv sistem s Slovenijo. Nato smo predstavili načine izobraževanja za poklic vzgojitelja in pomočnika vzgojitelja, tako v Sloveniji, kot tudi v nekaterih tujih državah. Predstavili smo tudi matematiko v kurikulumu za vrtce ter v vrtcu, nekatere matematične vsebine, matematično okolje ter vlogo vzgojitelja pri izvajanju matematičnih dejavnosti. Predstavili smo tudi različne koncepte in teorije o učenju matematike ter kriterije dobre poučevalne prakse. V empiričnem delu magistrske naloge so prikazani rezultati raziskave anketnega vprašalnika z naslovom Stališča vzgojiteljev do uresničevanja ciljev Kurikuluma na področju matematike. Namen raziskave je bil, da ugotovimo, kakšna so stališča vzgojiteljev in pomočnikov vzgojitelja pri vključevanju matematičnih dejavnosti v pedagoški proces. Rezultati so pokazali, da vzgojitelji pri svojem delu uporabljajo Kurikulum za vrtce, ki jim je v pomoč pri izvajanju matematičnih dejavnosti. Vendar pa glede na rezultate vidimo, da je matematika, glede na ostala področja, manjkrat vključena v pedagoški proces. Vzgojitelji sicer poznajo vsebine, oblike in metode dela, vendar pa obstajajo drugi dejavniki, zaradi katerih matematičnih vsebin ne vključujejo prav pogosto v svoj pedagoški proces v predšolskem obdobju.

Keywords

kurikulum za vrtce;vloga vzgojitelja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Govek]
UDC: 373.2.016:51(043.2)
COBISS: 11843145 Link will open in a new window
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Downloads: 160
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Other data

Secondary language: English
Secondary title: Preschool teachers' attitudes towards realising preschool Curriculum aims in the area of mathematics
Secondary abstract: The term "curriculum" is a broader and more comprehensive than the term "program" and it also carries the shift from the traditional emphasis on content to the emphasis on the process of pre-school education itself (Kurikulum za vrtce, 1999). In the master's thesis, we presented the Kurikulum za vrtce (eng. Curriculum for kindergartens) in Slovenia and compared it with some foreign countries, especially with the Scandinavian countries that have a comparable system with Slovenia. We then presented the ways of education for the profession of a kindergarten teacher and its assistant in Slovenia and in some foreign countries. We also presented mathematics in the curriculum for kindergartens, some mathematical contents, the mathematical environment, and the role of a kindergarten teacher in mathematical activities. We also presented different concepts and theories about teaching mathematics and the criteria of good teaching. The empirical part of the master's thesis presented the results of the survey, titled "The views of kindergarten teachers to achieve goals of Kurikulum in the field of mathematics".The purpose of the survey was to find out the views of kindergarten teachers and its assistants in integrating mathematical activities into the pedagogical process. The results showed that kindergarten teachers use Kurikulum za vrtce in their work, which helps them when performing mathematical activities. However, according to the results, we see that mathematics, in relation to other fields of education, is less often included in the pedagogical process. While teachers know the contents, forms and methods of work, there are also other factors that often do not involve mathematical content in their pedagogical process during the pre-school period.
Secondary keywords: mathematics;pre-school education;matematika;predšolska vzgoja;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 51 str.
ID: 10885176