diplomsko delo
Nina Rahne (Avtor), Nada Turnšek (Mentor)

Povzetek

Odrasli zagotavljajo spodbudno učno okolje v predšolskem obdobju tako, da otrokom ponudijo nestrukturirane materiale, ki jih kasneje dopolnjujejo glede na različne karakteristike, jih spreminjajo in z njimi ustvarjajo različne izzive otrokovi kreativnosti. S tem pristopom se odpre široko polje možnosti otrokovega raziskovanja materiala, kar spodbuja razvoj predstav in pojmov in tako prispeva k učenju in razvoju. Hkrati pa omogoča bogato, kreativno simbolno igro. Strokovni delavci v vrtcu tako uveljavljajo razvojno-procesni model načrtovanja, pri katerem ima osrednje mesto opazovanje dejavnosti oz. igre otrok, kar postaja ključno izhodišče prihodnjih dejavnosti. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu sem najprej predstavila otrokov razvoj in učenje v predšolskem obdobju. Nadaljevala sem s predstavitvijo ene najpomembnejših dejavnosti otrok. To je igra, zato sem opisala pomembnost le te, predstavila vrste iger in vlogo odraslega. Predstavila sem aktivno učenje, ki je značilno za spodbudno učno okolje. Prav to pa poudarja procesno-razvojno načrtovanje, na katerem temelji empirični del. V empiričnem delu sem najprej predstavila načrt, kako sem se lotila projekta. Sledijo raznolike dejavnosti, ki sem jih pripravila otrokom, tako da sem jih opazovala in izhajala iz njihovih interesov in pobud. Vse dejavnosti so temeljile na nestrukturiranem materialu, ki sem jim ga ponujala v različnih oblikah in situacijah. Osredotočila sem se na les in naravne materiale iz gozda. S tem sem otrokom zagotovila spodbudno učno okolje za njihovo aktivno raziskovanje in učenje. Vse skupaj pa sem dokumentirala. V procesno-razvojnem načrtovanju ima evalvacija pomembno vlogo, zato sem na koncu vsake dejavnosti vključila evalvacijo ter naštela cilje, ki so jih otroci med dejavnostjo dosegli. Iz evalvacije je razvidno, da je nestrukturiran material otroke pritegnil in jih spodbudil k raziskovanju. Otroci so bili zelo izvirni in material uporabljali na različne načine. Pri tem sem bila pozorna, da sem s ponudbo raznovrstnih materialov kreirala spodbudno učno okolje. Zajela sem vseh šest področij Kurikuluma in s tem otrokom zagotovila pestre in zanimive dejavnosti. Med izvajanjem projekta je bilo vzdušje v igralnici prijetno, umirjeno in sproščeno. Otroci so se učili in raziskovali preko igre, v lastnem tempu, brez vnaprej začrtanih dejavnosti. Imeli so možnost izbire in dovolj časa za aktivno raziskovanje. Bili so slišani, njihove ideje in stvaritve pa prepoznane, zato so bili lastni ustvarjalci svojih nadaljnjih dejavnosti.

Ključne besede

spodbudno učno okolje;procesno-razvojno načrtovanje;les;aktivno učenje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Rahne]
UDK: 373.2.016(043.2)
COBISS: 53014019 Povezava se bo odprla v novem oknu
Št. ogledov: 254
Št. prenosov: 23
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Wood in creating a stimulating learning environment
Sekundarni povzetek: Adults provide a stimulating learning environment in the preschool period by offering children unstructured materials, which they later supplement according to different characteristics, change them and create with them different challenges to the child's creativity. This approach opens up a wide field of possibilities for the child to explore the material, which encourages the development of ideas and concepts and thus contributes to learning and development. It enables a diverse and creative symbolic game. Professionals in the kindergarten implement the development-process model of planning, in which the central place is the observation of activities or children's games, which becomes a key starting point for future activities. The diploma thesis consists of theoretical and empirical work. In the theoretical part, I first presented the child's development and learning in the preschool period. I went on to present one of the most important activities of children and that is game. I described the importance of the game, introduced the types of games and the role of the adult. I presented active learning, which is typical for a stimulating learning environment. Active learning emphasizes process-development planning, on which the empirical part is based. In the empirical part, I first presented a plan, how I approached the project, then follows different activities that I had prepared for the children by observing them and proceeding from their interests and initiatives. All activities were based on unstructured materials, which were offered children in various forms and situations. I focused on wood and other natural materials from the forest. With stimulating learning environment, children had opportunity for exploration and learning. The process was also documented. Evaluation plays an important role in process-development planning. Each activity was evaluated. I also listed goals that children had achieved during each activity. The evaluation shows that unstructured material attracted children and encouraged them to explore. Children were very original and used the material in different ways. I was careful to create a stimulating learning environment by offering a variety of materials. I included all six areas of the Curriculum and provided a diverse and interesting environment for children`s play. During the project, the atmosphere in the playroom was pleasant, calm and relaxed. Children had learned and explored at their own pace, without pre-planned activities through the play. They have had a choice and plenty of time for active exploring. They were heard and their ideas and creations were recognized, which resulted in them by being their own creators of their further activities.
Sekundarne ključne besede: nursery school;play;pre-school child;vrtec;igra;predšolski otrok;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 61 str.
ID: 12591972