diplomsko delo
Monika Virant (Author), Tatjana Hodnik Čadež (Mentor)

Abstract

Otrok se že v predšolskem obdobju začne seznanjati z matematiko, saj nas le-ta spremlja na vsakem koraku. Zavedati se moramo, da otrok svet doživlja celostno, zato smo odrasli, vzgojitelji tisti, ki moramo upoštevati otrokovo predznanje, njegov interes, želje ter razvoj in mu omogočiti, da novo znanje odkriva na različne načine in tudi preko medpodročnega povezovanja. Naloga vzgojiteljev je, da otroku omogočimo raznovrstne izkušnje, saj se največ nauči, če je pri dejavnosti aktiven in samostojen. Vedno bolj se v vrtcih pojavlja tudi učni pristop medpodročnega povezovanja, ki omogoča razumevanje povezanosti različnih vsebin in procesov. Pri medpodročnem povezovanju je potrebnega nekoliko več časa za načrtovanje dejavnosti, vendar pa so le-te kakovostnejše, saj hkrati pokrivajo več področij in tako omogočajo celostno učenje. V empiričnem delu so predstavljene matematične dejavnosti, ki se povezujejo z ostalimi kurikularnimi področji in sem jih izvajala v skupini prvega starostnega obdobja, ter njihova analiza. Namen dejavnosti je bil ugotoviti, ali so otroci v prvem starostnem obdobju zmožni razvrščati dane elemente po izbranih kriterijih, ugotoviti odziv otrok pri dejavnostih razvrščanja in ugotoviti napredek otrok pri razumevanju vsebin razvrščanja.

Keywords

razvrščanje;medpodročno povezovanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Virant]
UDC: 373.2.016:51(043.2)
COBISS: 12358985 Link will open in a new window
Views: 575
Downloads: 65
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Other data

Secondary language: English
Secondary title: Integrating the process of sorting into other areas of curriculum in the first period of preschool education
Secondary abstract: A child begins to become acquainted with mathematics, which follows us at every step of the way of our life, as early as in preschool. We have to be aware that a child experiences the world holistically and it is we, adult preschool teachers, who take into account said child's knowledge, interest, wishes and development. We also enable the discovery of new knowledge in different ways as well as through interdisciplinary correlation. The task of preschool teachers is to provide children with diverse experiences as a child learns most whenever actively and independently engaged in an activity. Increasingly, preschools feature the learning approach of interdisciplinary correlation, which allows children to understand the interconnectedness of different contents and processes. Interdisciplinary correlation requires a bit more time for activity planning, but results in higher quality outcomes which span more areas and thus enable comprehensive learning. The empirical part presents mathematical activities relating with other curricular areas and the analysis of said activities which I conducted in the first age period. The purpose of the activity was to determine whether children in the first age period were capable of classifying the given elements according to the selected criteria, to ascertain the children's response throughout sorting activities and to establish the progress of children in understanding the content of the classification.
Secondary keywords: pre-school child;mathematics;predšolski otrok;matematika;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: IX, 56 str., XIX
ID: 11082513