Blago v simbolni igri najmlajših otrok v vrtcu

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Levačič]
UDC:	373.2.016(043.2)
COBISS:	9630025
Views:	1049
Downloads:	173
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Textile in symbolic play of the youngest children in the kindergarten
Secondary abstract:	At the pre-school age it is important to offer children as many various activities as possible, as well as materials they can work with, test and, consequently, gain learning experiences. Working with different materials, particularly with natural and/or non-structured ones is an important learning strategy, especially for very young children. These materials encourage children to participate in various symbolic games and to learn. Such an approach makes the child an active participant in the learning process as well as in the problem solving, offered through challenging materials which are prepared by adults. The diploma work combines theoretical knowledge with practical work, therefore, it is divided into a theoretical and an empirical part. In the theoretical part the cognitions of a symbolic game and the educator's role are introduced. The empirical part was carried out in a nursery school in a group of one-year-old children. First I introduced the project, offering the children cloth, different materials and textile dimensions. My intention was to introduce the importance of the educator's role when encouraging a symbolic game. Upon the model of a process-development planning the educator observes children's game, documents these observations and, adequately supports children's initiatives, helps them realize their ideas, adding learning challenges from different curricular spheres.
Secondary keywords:	pre-school child;nursery school;predšolski otrok;vrtec;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	31 str.
Type (ePrints):	thesis
Title (ePrints):	Textile in symbolic play of the youngest children in the kindergarten
Keywords (ePrints):	simbolna igra
Keywords (ePrints, secondary language):	symbolic game
Abstract (ePrints):	V predšolskem obdobju je pomembno, da otrokom ponudimo čim več različnih dejavnosti in materiale, s katerimi lahko rokujejo, jih preizkušajo in na ta način pridobivajo učne izkušnje. Rokovanje z različnimi materiali, zlasti naravnimi in/ali nestrukturiranimi, je pomembna učna strategija, predvsem za najmlajše otroke. Ti materiali dajejo otrokom možnost izvajanja različnih simbolnih iger in s tem tudi možnost učenja. S takšnim pristopom postane otrok aktiven udeleženec v procesu učenja in reševanja problemov, ki jih ponujajo materiali, ter izzivov, ki jih pripravijo odrasli. Diplomsko delo združuje teoretična znanja in praktično delo, zato je razdeljeno na teoretični in empirični del. V teoretičnem delu sem predstavila spoznanja o simbolni igri in vlogi vzgojitelja. Empirični del sem izvedla v vrtcu, in sicer v skupini enoletnih otrok. Predstavila sem projekt, v okviru katerega sem otrokom ponudila blago, različne materiale in dimenzije tekstilov. Skušala sem predstaviti pomen vloge vzgojitelja pri spodbujanju simbolne igre. Po modelu procesno-razvojnega načrtovanja vzgojitelj opazuje igro otrok, opažanja dokumentira in na njihovi osnovi ustrezno podpira pobude otrok, jim nudi pomoč v udejanjanju zamisli ter dodaja učne izzive z različnih kurikularnih področij.
Abstract (ePrints, secondary language):	At the pre-school age it is important to offer children as many various activities as possible, as well as materials they can work with, test and, consequently, gain learning experiences. Working with different materials, particularly with natural and/or non-structured ones is an important learning strategy, especially for very young children. These materials encourage children to participate in various symbolic games and to learn. Such an approach makes the child an active participant in the learning process as well as in the problem solving, offered through challenging materials which are prepared by adults. The diploma work combines theoretical knowledge with practical work, therefore, it is divided into a theoretical and an empirical part. In the theoretical part the cognitions of a symbolic game and the educator's role are introduced. The empirical part was carried out in a nursery school in a group of one-year-old children. First I introduced the project, offering the children cloth, different materials and textile dimensions. My intention was to introduce the importance of the educator's role when encouraging a symbolic game. Upon the model of a process-development planning the educator observes children's game, documents these observations and, adequately supports children's initiatives, helps them realize their ideas, adding learning challenges from different curricular spheres.
Keywords (ePrints, secondary language):	symbolic game
ID:	8311356