Orientacija v prostoru v predšolskem obdobju

diplomsko delo

Nikita Pontar (Author), Tatjana Hodnik Čadež (Mentor)

Abstract

Diplomsko delo z naslovom Orientacija v prostoru v predšolskem obdobju obravnava orientacijo, ki jo opredeljujemo kot sposobnost in vključuje dve pomembni besedi: sposobnost in znajti se. Kar pomeni imeti sposobnost, da se znajdemo na nepoznanem terenu. Orientacija je za nas zlasti pomembna, da vemo kje smo in kam moramo iti, da na izbrani poti pridemo do cilja. Otrok se z orientacijo sooča že s samim opazovanjem prostora in raziskovanjem tega. Tu so pomembne otrokove sposobnosti in spretnosti, ki so ključne pri razvoju prostorskih predstav. S poslušanjem navodil in premikanjem po prostoru se otrok uči orientacije v prostoru. Sprva se otrok orientacije uči na sebi, nato glede na druge osebe, tudi predmete, kasneje pa jo usvoji v prostoru in nazadnje na ploskvi. V empiričnem delu obravnavam štiri raziskovalne cilje. Namen prvega raziskovalnega cilja je raziskati razumevanje prostora oziroma njegovih zakonitosti pri otrocih starih 5–6 let. Po izvedeni dejavnosti opisa makete poti je razvidno, da otroci pojem orientacije razumejo, ubesediti oziroma razložiti njen pomen pa še ne znajo. Drugi cilj zajema raziskovanje napredka razumevanja in uporabljanja izrazov za opisovanje položaja predmetov v prostoru. Razvidno je, da otroci zelo skopo uporabljajo izraze za opisovanje makete mesta, nekateri otroci pa izraze tudi napačno uporabijo. Namen tretjega raziskovalnega cilja je seznaniti se s težavami, s katerimi se otroci srečujejo pri izdelovanju in branju makete. Opaziti je, da imajo otroci več težav s samim branjem maket kot z izdelovanjem teh. Zadnji raziskovalni cilj se nanaša na ugotavljanje otrokovega reprezentiranja prostora (topološko, evklidsko). Izkazalo se je, da večino otrok lahko uvrščamo na prehod na shematsko stopnjo – ploskovna risba, kar lahko interpretiramo, da gre za topološko razumevanje prostora z začetnimi značilnostmi evklidskega prostora).

Keywords

prostorske predstave;orientacija;predšolski otrok;prostorska orientacija;orientacijske igre;

Data

Language:	Slovenian
Year of publishing:	2020
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[N. Pontar]
UDC:	373.2.016(043.2)
COBISS:	12835657
Views:	370
Downloads:	55
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Spatial orientation in preschool education
Secondary abstract:	My diploma thesis with the title Spatial Orientation in Preschool Education deals with orientation, which is defined as ability and includes two important terms: aptitude and a sense of location. It denotes having the ability to orientate yourself in unfamiliar terrain. Orientation is especially important for us to know where we are and where we need to go in order to reach our destination by means of our chosen path. The child faces orientation challenges already by just observing and exploring the space around him. For children, these are important abilities and skills, crucial in the development of spatial perception. By listening to directions and moving around the room, the child learns orientation in his surroundings. At first, the child learns orientation by positioning himself, then in relation to other persons and also objects. Later he learns orientation in space and finally on the plane. In the empirical part of my thesis, I address four research goals. The purpose of the first research objective is to investigate the understanding of space or its laws in children aged 5–6 years. After performing the activity of the description of the route model, it is evident that children understand the concept of orientation, but cannot yet verbally explain its meaning. The second objective is to investigate the progress of a child’s understanding and the use of terms to describe the position of objects in space. We can see that children use few terms to describe the layout of the site, some children also misuse the terms. The purpose of the third research objective is to become acquainted with the difficulties that children face in making and reading a model. It is observed that children have more difficulty reading the models themselves than making them. The last research objective is to determine the child's representation of space (topological, Euclidean). It turns out that most children can be classified as transitioning to a schematic stage - plot drawing, which can be interpreted as a topological understanding of space with the initial characteristics of Euclidean space).
Secondary keywords:	pre-school education;predšolska vzgoja;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages:	60 str.
ID:	11539475