Park Tivoli

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[L. Ojsteršek]
UDK:	373.2.016:50(043.2)
COBISS:	9225545
Št. ogledov:	1179
Št. prenosov:	411
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Park Tivoli: stimulating learning environment for a young child
Sekundarni povzetek:	Children experience nature differently than adults. They enter into the nature more actively. For children nature represents not only the background, but the environment in which they taste, touch, smell and hear things such as they really are (Wilson 2008). The graduation thesis discussed the importance of toddler living outdoors (in the park Tivoli). Most planned and systematic learning takes place in a preschool nursery. In graduation thesis I focused on teaching children of the first age group. I have presented different aspects of living and learning outdoors, through the Curriculum for kindergarten (1999). Specifically I described the global objectives of curriculum area: "nature". I analyzed the theoretical aspects of different authors dealing with the problems described, and the role of preschool children providing conditions for the realization of the objectives of the prescribed area. In the empirical part of the paper I presented a case study of the Tivoli Park as being stimulative learning environment for the toddler. Tivoli is an environment in which we enter with the children of the first age group, even before all the children learn to walk. Organization and tendency of our kindergarten leadership (Kindergarten dr. France Prešeren) is that even the youngest children spend some time outdoors. Proximity of the Park Tivoli allows an undisturbed passage from the very centre of Ljubljana into a pleasant natural environment of the park. The Tivoli Park is also site of many exciting activities and learning opportunities. I described the course of each activity taking place in nature and analyzed it in connection with other objectives of the curriculum areas. Through research, I found that when working with children of the first age group, park Tivoli represents a stimulative learning environment regarding free play or guided activities. In the second part of empirical work I analyzed the views of other nursery school teachers and the assistants to the nursery school teacher who decide to use the Tivoli Park as a learning environment for small children. I was researching how much and how often they decide to use it when achieving the objectives of other curriculum areas. The results showed that other teachers and their assistants decide to use the Tivoli Park in all age groups throughout the school year. Park is being used as a supportive learning environment that allows children genuine contact with nature. Tivoli Park offers them a place to carry out targeted activities with the objectives of curricular areas. For the use of the park they decide most gladly in the warm part of the year (from March to October). I found that teachers of second age group use the park more frequently, compared with teachers of preschool children in the first age period.
Sekundarne ključne besede:	open air activities;pre-school child;dejavnosti na prostem;predšolski otrok;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	74 f.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Park Tivoli: stimulating learning environment for a young child
Ključne besede (ePrints):	kurikulum za vrtce
Ključne besede (ePrints, sekundarni jezik):	curriculum for kindergarten
Povzetek (ePrints):	Otrok doživlja naravo drugače kot odrasli. Vanjo vstopa na aktivnejši način. Zanj narava ne predstavlja le ozadja, pač pa okolje, v katerem preizkuša, tipa, vonja, posluša, okuša stvari takšne, kot so (Wilson 2008). V diplomski nalogi obravnavamo pomen bivanja malčka na prostem (v parku Tivoli). Najbolj načrtovano in sistematično učenje predšolskega otroka poteka v vrtcih. V diplomski nalogi smo se osredotočili na učenje otrok prvega starostnega obdobja. Vidike bivanja in učenja na prostem, v naravi, smo predstavili skozi Kurikulum za vrtce (1999). Natančneje smo opisali globalne cilje kurikularnega področja »narava«. Analizirali smo teoretične vidike avtorjev, ki obravnavajo opisano problematiko, in vlogo vzgojitelja predšolskih otrok pri zagotavljanju pogojev za realizacijo predpisanih ciljev področja. V empiričnem delu diplomske naloge smo s študijo primera predstavili park Tivoli kot spodbudno učno okolje za malčka. Tivoli je okolje, v katerega z otroki prve starostne skupine vstopamo, še preden vsi otroci shodijo. Organizacija in tendenca vodstva našega vrtca (Vrtec dr. France Prešeren) je, da tudi najmlajši preživijo nekaj časa zunaj. Bližina parka nam omogoča nemoten prehod s samega središča mesta Ljubljane v prijetno naravno okolje. Park Tivoli je tako prizorišče mnogih razburljivih aktivnosti ter učnih priložnosti. Opisali smo potek posamezne dejavnosti iz področja narave in jo analizirali v povezavi z ostalimi cilji kurikularnih področij. Skozi raziskavo smo ugotovili, da pri delu z otroki prve starostne skupine park Tivoli predstavlja spodbudno učno okolje pri prosti igri ali za vodene dejavnosti. V drugem delu empiričnega dela smo analizirali poglede ostalih vzgojiteljic in pomočnic vzgojiteljic v vrtcu na park Tivoli kot učno okolje za malčke. Ugotavljali smo, koliko in kako pogosto ga uporabljajo pri doseganju ciljev ostalih kurikularnih področij. Rezultati raziskave so pokazali, da se ostale vzgojiteljice in pomočnice vzgojiteljic pri svojem delu odločajo za uporabo parka Tivoli v obeh starostnih skupinah skozi celo šolsko leto. Park uporabljajo kot spodbudno učno okolje, ki otroku omogoča pristen stik z naravo. Park Tivoli jim nudi prostor, kjer lahko izvajajo usmerjene dejavnosti s cilji kurikularnih področij. Za uporabo parka se najraje odločajo v toplem delu leta (od marca do oktobra). Ugotovili smo, da vzgojiteljice drugega starostnega obdobja pogosteje uporabljajo park Tivoli kot z vzgojiteljicami otrok prvega starostnega obdobja.
Povzetek (ePrints, sekundarni jezik):	Children experience nature differently than adults. They enter into the nature more actively. For children nature represents not only the background, but the environment in which they taste, touch, smell and hear things such as they really are (Wilson 2008). The graduation thesis discussed the importance of toddler living outdoors (in the park Tivoli). Most planned and systematic learning takes place in a preschool nursery. In graduation thesis I focused on teaching children of the first age group. I have presented different aspects of living and learning outdoors, through the Curriculum for kindergarten (1999). Specifically I described the global objectives of curriculum area: "nature". I analyzed the theoretical aspects of different authors dealing with the problems described, and the role of preschool children providing conditions for the realization of the objectives of the prescribed area. In the empirical part of the paper I presented a case study of the Tivoli Park as being stimulative learning environment for the toddler. Tivoli is an environment in which we enter with the children of the first age group, even before all the children learn to walk. Organization and tendency of our kindergarten leadership (Kindergarten dr. France Prešeren) is that even the youngest children spend some time outdoors. Proximity of the Park Tivoli allows an undisturbed passage from the very centre of Ljubljana into a pleasant natural environment of the park. The Tivoli Park is also site of many exciting activities and learning opportunities. I described the course of each activity taking place in nature and analyzed it in connection with other objectives of the curriculum areas. Through research, I found that when working with children of the first age group, park Tivoli represents a stimulative learning environment regarding free play or guided activities. In the second part of empirical work I analyzed the views of other nursery school teachers and the assistants to the nursery school teacher who decide to use the Tivoli Park as a learning environment for small children. I was researching how much and how often they decide to use it when achieving the objectives of other curriculum areas. The results showed that other teachers and their assistants decide to use the Tivoli Park in all age groups throughout the school year. Park is being used as a supportive learning environment that allows children genuine contact with nature. Tivoli Park offers them a place to carry out targeted activities with the objectives of curricular areas. For the use of the park they decide most gladly in the warm part of the year (from March to October). I found that teachers of second age group use the park more frequently, compared with teachers of preschool children in the first age period.
Ključne besede (ePrints, sekundarni jezik):	curriculum for kindergarten
ID:	8310148