diplomsko delo
Nejc Bartolomej Polanec (Author), Nada Turnšek (Mentor)

Abstract

Raznovrstne spodbude za reševanje miselnih izzivov so v prvih letih otrokovega življenja še posebej pomembne, saj otrok v teh zgodnjih letih razvojno najbolj napreduje in je krivulja razvoja zelo strma. Z miselnimi izzivi se otrok srečuje med igro, svojo primarno in svobodno dejavnostjo, pri kateri z reševanjem miselnih izzivov, osvaja nove pojme in predstave ter si pridobiva nova znanja, izkušnje in spretnosti. Na trgu najdemo ogromno igrač, ki jim je skupno, da so oblikovane na takšen način, da je igra otroka z njimi vnaprej predvidena oz. strukturirana; takšne igrače ne spodbujajo otrokove ustvarjalnosti, saj ne predpostavljajo miselnih izzivov in raznovrstnih možnosti za uporabo/igro. V nasprotju s tem pa v naravni in prav tako med odpadnimi materiali najdemo številne snovi in predmete, ki zaradi svoje nestrukturiranosti nudijo otroku več možnosti za uporabo, udejanjanje domišljije in ustvarjalnosti ter predstavljajo številne miselne izzive. Otrok skozi aktivno učenje, pri katerem je sam konstruktor lastnega znanja, osvaja nova spoznanja o predmetih, pojavih v njegovi okolici in zunaj nje; tako pridobljeno znanje je trajno in ga otrok sproti le še nadgrajuje. Pomembno vlogo pri aktivnem učenju ima tudi okolje, v katerem le-to poteka. Okolje mora učenje spodbujati na načine, ki zagotavljajo številne spodbude (izzive in problemske situacije), ki so otroku zanimive in ga pritegnejo. Za aktivno učenje je zelo pomembna tudi podpora odrasle osebe ‒ vzgojitelja, ki z otrokom vzpostavlja pozitivne interakcije ter omogoča njegovo samostojnost. V empiričnem delu je predstavljen projekt, ki je bil izveden v prvi starostni skupini predšolskih otrok; njegov namen je bil ustvariti spodbudno učno okolje z nestrukturiranim materialom ‒ elastičnimi trakovi. Ključni del pedagoškega procesa je opazovanje otrokovega rokovanja z materialom oz. (skupinske) igre, ki se je ob tem ustvarjala. Opažanja so zabeležena v zapisu poteka in evalvacijah posameznih dejavnosti, v katerih so predstavljeni odzivi otrok, moja pričakovanja in zaznave možnosti za izboljšave ter cilji, ki so bili tekom izvajanja posamezne dejavnosti doseženi. Na naveden način je bila udejanjen razvojno-procesni kurikulum.

Keywords

malček;aktivno učenje;razvojno-procesni kurikulum;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. B. Polanec]
UDC: 373.2(043.2)
COBISS: 75250179 Link will open in a new window
Views: 154
Downloads: 7
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Other data

Secondary language: English
Secondary title: Creating a stimulating learning environment with elastic bands
Secondary abstract: Miscellaneous incentives to address mental challenges are especially important in the first years of a child’s life, since in these early ages, the child’s development is most advanced and the development curve is very steep. The child is facing the mental challenges during playing, his primary and independent activity, and with their solving, he learns new concepts and ideas and thus obtains new knowledge, experience and skills. On the market, we can find a lot of toys, which are all designed in a way that the child’s play is foreseen or pre-structured.; such toys do not encourage the child’s creativity, since they do not represent mental challenges and various possibilities for their use/playing. Contrary to this, in nature and among waste material, we can find numerous substances and objects, which due to their unstructured nature provide the child with more opportunities for use, realization of their imagination and creativity and present numerous mental challenges. Through active learning, where the child is the constructor of his own knowledge, he comes to new cognitions about objects, phenomenons in his environment and outside of it; knowledge, obtained in such a way, is permanent and the child is just constantly upgrading it. An important role in active learning also has the environment, in which it takes place. The environment must encourage learning in ways, which ensure numerous encouragements (challenges and problem situations), which are interesting for the child and attract him. Very important for active learning is also the support of an adult person – educator, which establishes positive interactions with the child and enables his independence. The empirical part presents a project, which was carried out in the first age group of preschool children; its purpose was to create an encouraging learning environment with non-structured material - elastic bands. The key-part of the pedagogical process is to observe the child’s dealing with the material or (group) the play, which is being established in this way. The observations are recorded in the progress record and evaluations of individual activities, which present the reactions of children, my expectations and perception of possibilities for improvements and goals, which were reached during individual activities. This way, the development and process curricula was put into practice.
Secondary keywords: Predšolska vzgoja;Igre;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: VI f., 53 str.
ID: 13320848