Razlike v načrtovanju učnega procesa med prvim in drugim starostnim obdobjem

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[S. Srnjak]
UDC:	373.2.016(043.2)
COBISS:	9807689
Views:	1558
Downloads:	265
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Differences in planning the learning process between the first and the second period
Secondary abstract:	With this degree paper we were trying to find out how we must adjust studying process, if we want to perform the same theme in the first or the second age period. We've chosen the experimental pedagogical method of research. The experimental sample was purposive. Our sample contained 38 children, all from kindergarden Ig. 14 children were from the first age period (2-3 years old) and 24 for the second age period (5-6 years old). We carried out the same theme in both groups. For the work method we've chosen the game method, that allow them to make the decisions on their own and posibility to save the problem on their own way as well. At the same time they completed the goal presented by the teacher. We were investigating in what way we had to change the rules of the game for an effective learning process and how the both groups were solving the problems. To search for and respect the differences in planning, we've used the professional literature, our own experience and also experience and knowledge of teachers that are teaching those two groups. Based on this we made the plan for two different preparations for the same topic. We carried out and recorded both preparations. We also made a video analyse. Documented data was analyzed with the qualitative data processing. The goals were analyzed with help of the scientific literature, evaluation of learning preparation and video analysis of both performances. The results have shown the need to adapt the learning process and change the rules of the game, if we want to make the learning process effective when taught in a particular age group. Within the learning process (in our case the playing method) in the first and the second age group we need to adjust methodical units, time of the main part of the process, teaching accessories and space. During the research we also stuided the teacher character, who must actively participate in the game method for effectively leadership of teaching process. The results showed that the role of theacher character between first and the second group is different.
Secondary keywords:	motor activity;pre-school age;learning process;motorika;predšolsko obdobje;učni proces;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	43 str.
Type (ePrints):	thesis
Title (ePrints):	Differences in planning the learning process between the first and the second period
Keywords (ePrints):	gibalni razvoj
Keywords (ePrints, secondary language):	motor development
Abstract (ePrints):	Z diplomskim delom smo želeli ugotoviti, kako moramo prilagoditi učni proces, če želimo izpeljati učno uro z isto temo v prvi in drugi starostni skupini otrok. Izbrali smo eksperimentalno metodo pedagoškega raziskovanja. Vzorec merjencev je bil namenski. V vzorec merjencev smo zajeli 38 otrok, ki obiskujejo vrtec Ig, od tega 14 otrok prve starostne skupine (2–3 leta) in 24 otrok druge starostne skupine (5–6 let). V omenjenih skupinah smo izpeljali učno uro z isto temo. Kot metodo dela smo uporabili metodo igre, ki otroku dopušča svobodo pri odločanju, možnost, da enake težave reši na svoj način, hkrati pa je s pravili usmerjen tako, da izpolni cilj, ki ga je zastavil vzgojitelj. Ugotavljali smo, kako spremeniti pravila igre za učinkovit učni proces in na kakšen način otroci ene in druge skupine rešujejo težave. Za iskanje in upoštevanje razlik v načrtovanju smo uporabili strokovno literaturo, dosedanje izkušnje in izkušnje ter znanje vzgojiteljic, ki poučujejo v omenjenih skupinah. Tako smo načrtovali dve različni pripravi na isto temo. Obe prilagojeni pripravi smo izvedli v predvidenih skupinah in nastopa posneli ter naredili video analizo. Dokumentirane podatke smo analizirali s kvalitativno obdelavo podatkov. Uresničitev zastavljenih ciljev pa smo ugotavljali s pomočjo strokovne literature, z evalvacijo učnih priprav in z analizo videoposnetkov obeh nastopov. Rezultati so pokazali, da je treba prilagoditi učni proces in spremeniti pravila igre, kadar poučujemo v posameznem starostnem obdobju, če želimo, da bo učni proces učinkovit. Znotraj učnega procesa (v našem primeru metode igre) v prvi in drugi starostni skupini otrok je treba prilagoditi: metodične enote, čas izvajanja glavnega dela ure, pripomočke in prostor. Med raziskovanjem smo primerjali tudi lik vzgojitelja, ki se mora v metodi igre, za učinkovito vodenje učnega procesa, aktivno vključiti v izvajanje. Rezultati so pokazali, da se vloga lika vzgojitelja med prvim in drugim starostnim obdobjem razlikuje.
Abstract (ePrints, secondary language):	With this degree paper we were trying to find out how we must adjust studying process, if we want to perform the same theme in the first or the second age period. We've chosen the experimental pedagogical method of research. The experimental sample was purposive. Our sample contained 38 children, all from kindergarden Ig. 14 children were from the first age period (2-3 years old) and 24 for the second age period (5-6 years old). We carried out the same theme in both groups. For the work method we've chosen the game method, that allow them to make the decisions on their own and posibility to save the problem on their own way as well. At the same time they completed the goal presented by the teacher. We were investigating in what way we had to change the rules of the game for an effective learning process and how the both groups were solving the problems. To search for and respect the differences in planning, we've used the professional literature, our own experience and also experience and knowledge of teachers that are teaching those two groups. Based on this we made the plan for two different preparations for the same topic. We carried out and recorded both preparations. We also made a video analyse. Documented data was analyzed with the qualitative data processing. The goals were analyzed with help of the scientific literature, evaluation of learning preparation and video analysis of both performances. The results have shown the need to adapt the learning process and change the rules of the game, if we want to make the learning process effective when taught in a particular age group. Within the learning process (in our case the playing method) in the first and the second age group we need to adjust methodical units, time of the main part of the process, teaching accessories and space. During the research we also stuided the teacher character, who must actively participate in the game method for effectively leadership of teaching process. The results showed that the role of theacher character between first and the second group is different.
Keywords (ePrints, secondary language):	motor development
ID:	8311823