Matematični kotiček v vrtcu

diplomsko delo

Janja Levičnik (Author), Tatjana Hodnik Čadež (Mentor)

Abstract

Igralnica je prostor, v katerem otrok preživi večji del svojega bivanja v vrtcu. Vzgojitelj skupaj s pomočnikom vzgojiteljice in otroki oblikuje prostor v spodbudno in učno okolje. Prostor razdeli v manjše prostore, ki jih imenujemo interesni kotički. Poimenovani so s preprostimi imeni in v vsakem kotičku prevladuje eno izmed glavnih področjih Kurikuluma za vrtce. V teoretičnem delu sem se najprej osredotočila na Kurikulum za vrtce in na različne matematične vsebine. Zajema tudi kratek opis kotičkov, predvsem pa podrobneje matematični kotiček. Vzgojitelj lahko za učenje matematičnih vsebin poleg spodbudnega učnega okolja – matematičnega kotička izkoristi tudi druge dejavnosti dnevne rutine (npr. prihod otrok v vrtec). Empirični del diplomske naloge zajema opis projektnega dela, vpeljave matematičnega kotička. Z različnimi dejavnostmi sem želela otrokom približati svet matematike, preko katerih so otroci razvijali svojo domišljijo, mišljenje, spretnosti in hkrati pridobili prijetno matematično izkušnjo. Nato smo z otroki skupaj uvedli matematični kotiček v igralnico skupine. Otrokom sem pripravila različen material, preko katerih so otroci spoznavali različne matematične vsebine. Otroci so se matematiko igrali in se jo skozi igro učili. Po uvedbi matematičnega kotička sem opazovala in spremljala igro otrok v matematičnem kotičku. Opazila sem, da so si otroci izbirali različne pripomočke iz posameznih področij, pri izbiri pa so se pojavile tudi razlike med spoloma.

Keywords

vrtec;matematične vsebine in pripomočki;igralni kotički;kurikulum za vrtce;

Data

Language:	Slovenian
Year of publishing:	2017
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[J. Levičnik]
UDC:	373.2.016:51(043.2)
COBISS:	11476041
Views:	1144
Downloads:	139
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Maths corner in the kindergarden
Secondary abstract:	A playroom is a space where a child spends the majority of his/her time in kindergarten. The educator, with the help of her assistant and the children, shapes the space into an encouraging and learning environment. The room is divided into smaller parts, which are called corners of interest. These corners have simple names and one of the main subjects from The Kindergarten Curriculum is assigned to each corner. In the theoretical part, I focused first on The Kindergarten Curriculum and different mathematical content. The theoretical part also encapsulates a short description of the corners and a detailed description of the mathematical corner. Besides an encouraging learning environment, the educator can utilise other daily activities to learn mathematical content (e.g. the child arrival). The empirical part of the diploma includes the description of project work which includes the introduction of the mathematical corner. I tried to make the children enthusiastic about the world of mathematics with different activities, with which the children developed their imagination, thinking, skills and simultaneously had an enjoyable experience. After that, we introduced the mathematical corner into the playroom of the group with the children’s help. I prepared various materials which helped the children to get acquainted with different mathematical content. The children were playing mathematics and learned it through play. After introducing the mathematical corner, I observed and followed the children play in the mathematical corner. I noticed that the children were choosing different accessories from individual fields. Gender differences appeared in terms of accessory choice.
Secondary keywords:	pre-school child;mathematics;predšolski otrok;matematika;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Oddelek za predšolsko vzgojo
Pages:	65 str.
ID:	9583755