Slovenska kulturna dediščina

kozolci

Anamarija Škerjanc Štrus (Author), Nada Turnšek (Mentor)

Abstract

Predšolski otroci se zelo veliko naučijo iz svojih izkušenj. Pri tem se mi kot prihodnji vzgojiteljici zdi pomembno, da odrasli otrokom ponudimo raznovrstne izkušnje in jim omogočimo aktivno udejstvovanje v njih ter možnost samostojnega raziskovanja. Le tako bo otrokovo učenje res kakovostno, novo pridobljeno znanje pa obsežnejše in trajnejše. Diplomsko delo obravnava aktivno učenje predšolskih otrok preko pristopa učenja z raziskovanjem. Razdeljeno je na dva dela. Prvi del je teoretični, v katerem sem najprej predstavila teoretična izhodišča različnih avtorjev o pojmovanju učenja na splošno in naštela oblike učenja, nato pa se osredotočila na učenje predšolskih otrok. Zapisala sem nekaj o zorenju in kritičnih obdobjih za učenje ter opisala razvoj mišljenja po Piagetu, zatem pa še učenje skozi igro, izkustveno učenje in učenje z opazovanjem kot primer treh osnovnih oblik učenja v predšolskem obdobju. Preučila sem tudi aktivno učenje. Tu sem se osredotočila na prvine in sestavine aktivnega učenja, potrebno okolje in vlogo odraslega v procesu aktivnega učenja. Sledila sta iskanje in izpisovanje teoretičnih izhodišč o učenju z raziskovanjem. Naštela sem prednosti raziskovalnega učenja, nato pa opisala zaprti in odprti tip raziskovanja ter opredelila vlogo odraslega v procesu raziskovanja. Zatem sem definirala še projekt in projektno delo ter naštela in opisala korake, načela, etape in tipe projektnega dela. Teoretični del sem zaključila z dejstvi o slovenski kulturni dediščini in kozolcih. Slednje sem najprej definirala, nato pa raziskala njihovo preteklost, na koncu pa še naštela in opisala njihove pojavne tipe. V drugem – empiričnem delu sem predstavila raziskovalni projekt zaprtega tipa z naslovom Slovenska kulturna dediščina: kozolci. Projekt sem izvedla s skupino pet do šest let starih otrok. Otroci so bili aktivno vključeni v vse faze projekta, od postavitve raziskovalnih vprašanj, oblikovanja domnev, iskanja in analize informacij do njihove uporabe na najrazličnejše načine. Sama sem izbrala le temo raziskovanja – kozolci, vse drugo smo z otroki naredili skupaj. Moja vloga pri projektu je bila tako drugačna od tradicionalno poznane, ker sem otroke le vodila skozi vse faze projekta in jim, če so to potrebovali, priskočila na pomoč. Celoten projekt smo tudi dokumentirali s pomočjo fotografij, videoposnetkov, risb in plakatov.

Keywords

predšolski otrok;aktivno učenje;raziskovanje zaprtega tipa;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Škerjanc Štrus]
UDC:	373.2. 016:908(043.2)
COBISS:	11355721
Views:	697
Downloads:	85
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Slovenian cultural heritage: hayracks
Secondary abstract:	Preschool children learn mostly from their experiences. As a future kindergarten teacher it is my firm belief that adults should provide various experiences to the children, where they can be active and enabled to explore. Consequently, the learning process would be more qualitative and the gained knowledge broader and more permanent. In this diploma thesis the active learning of preschool children through the approach of inquiry based learning is discussed. The thesis consists of two parts. The first part is theoretical. It introduces different authorsˈ theoretical views of the term learning in general, specifies the learning forms and finally focuses on learning of preschool children. Few facts about gestation and the critical periods of learning are also presented. Piaget’s Theory of Cognitive Development and the basic three forms of learning in preschool period (that is learning through play, experiences and observation) are briefly presented as well. An important theoretical part of the thesis is focused on the active learning, the elements and components of active learning, the needed environment for active learning and the role of adults in the process of active learning. The inquiry process is described in detail. Firstly, the preferences of inquiry are listed, secondly, the two types of inquiry are closely described: the inquiry based learning and the problem-solving process, and, thirdly, the role of adults in the inquiry process is defined. Afterwards the project work, its phases, principles and types are presented and described. Finally, the theoretical part is concluded with chapters on Slovenian cultural heritage and hayracks, which are listed, classified and defined according to their type, and researched in their past and origin. In the second, empirical part of the thesis the inquiry project entitled The Slovenian Cultural Heritage: Hayracks is introduced. The test group are 5-6-year-old children. They are actively included in all phases of the project: raising inquiry questions, forming assumptions, searching and analysing the information and using it in various ways. Only the inquiry theme – Hayracks – has been chosen by the project leader, everything else has been done together with the children. In this project, my role as a project leader is different from the traditional one: the children are led through the project phases and helped only if they needed it. The whole project is documented with photos, videos, drawings and posters.
Secondary keywords:	local studies;Slovenia;domoznanstvo;Slovenija;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	110 str.
ID:	9232219