Spoznavanje geometrijskih teles, likov in črt v predšolskem obdobju

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Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[V. Hribar]
UDK:	373.2.016:51(043.2)
COBISS:	9626953
Št. ogledov:	1129
Št. prenosov:	117
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Learning about geometrical solids, shapes and lines in pre-school education
Sekundarni povzetek:	Children meet with mathematics and geometry through their everyday activities at almost every step in their social environment. Therefore, it is of great importance to begin teaching them with an appropriate and adjusted contents (connected to mathematics and geometry) already early in kindergarten years. As children usually learn through own experiences, these should, together with previous knowledge, needs and interest of children, not only be considered by educators, but should also form a core of educational process. Geometry is an important sub-field of mathematics, which in general covers wide range of various contents. Children acquire experiences with solids, shapes and lines primarily trough play and other planned or unplanned activities. These should be constructed in such manner, that experienced are won by children in their own way. In contrast to Piaget, who was of opinion that learning of geometric concepts is gradual process and that age level is more important than experience, Van Hiele emphasized importance of children's experiences and manipulation of objects (a concept of learning geometry called 'geometry from the figure to the point' ) Van Hiele refused approach »from the point to the figure« (note: points, lines and forms first, later objects), because such approach is not in accordance with children experiences. In my planned practical work with children I used "from the figure to the point approach". In the empirical part of my diploma I presented my planned practical activities (games with little houses). In the period of one month children have got knowledge of characteristics of geometric solids, shapes, lines and gradually apply this knowledge from greater onto smaller dimensions. We first started with manipulation of three-dimensional objects (different bodies) and then later on continued with two-dimensional forms as lines. The children's advance in knowledge was visible, as I found with test of knowledge before and after my practical activities with children. Results of my research support my recognition (as an educator of small children in the future) that I will include mathematics and geometry systematically and in a planned way, not just spontaneously in the everyday activities in the kindergarten.
Sekundarne ključne besede:	pre-school education;mathematics;geometry;predšolska vzgoja;matematika;geometrija;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	89 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Learning about geometrical solids, shapes and lines in pre-school education
Ključne besede (ePrints):	matematika v vrtcu
Ključne besede (ePrints, sekundarni jezik):	mathematics in kindergarten
Povzetek (ePrints):	Otrok se v vsakdanjem življenju skoraj na vsakem koraku srečuje z matematiko in geometrijo, zato je pomembno, da se ga že v predšolskem obdobju začne seznanjati z ustreznimi in njemu prilagojenimi vsebinami. Otrok se le-teh vsebin uči skozi lastno izkušnjo, zato je zelo pomembno, da vzgojitelji upoštevamo otrokove izkušnje, predznanja in nenazadnje njegove interese in potrebe. Izkušnje si pridobiva vsak dan, zato je pomembno, da vzgojitelji gradimo prav na teh izkušnjah. Področje matematike zajema več vsebin, med kateri se nahaja tudi geometrija. Otrok izkušnje z oblikami in črtami pridobiva predvsem z lastno aktivnostjo, ki vključuje igro in načrtovane ter nenačrtovane dejavnosti. Izkušnje z geometrijski telesi, liki in črtami otrok dobi tako, da z njimi manipulira in jih spoznava na sebi lasten način. Van Hiele pravi, da so za učenje pojmov iz geometrije pomembne predvsem izkušnje in manipulacija s predmeti, medtem ko Piaget zagovarja, da učenje pojmov iz geometrije poteka postopoma, bolj pomembna je starost in ne le izkušnja. Van Hiele je zavrnil pristop od lika k točki, saj pravi, da je ta pristop v nasprotju z izkušnjami otrok. V svojem empiričnem delu sem uporabila pristop "od telesa k točki". Otroci so ob načrtovanih dejavnostih v okviru enomesečnega učnega pristopa spoznavali lastnosti geometrijskih teles, likov in črt ter postopoma prehajali iz večjih dimenzij na manjše. Začeli smo s spoznavanjem tridimenzionalnih oblik, kot so telesa, nadaljevali z dvodimenzionalnimi, kot so liki, in končali z enodimenzionalnimi oblikami, kot so črte. Otroci so skozi načrtovane dejavnosti napredovali v znanju, kar sem ugotovila s preverjanjem znanja pred in po učnem pristopu. Rezultati raziskave so me zato spodbudili, da bom kot bodoča vzgojiteljica v vsakodnevne dejavnosti v vrtcu čim več načrtovano in ne le spontano vključevala matematiko in geometrijo.
Povzetek (ePrints, sekundarni jezik):	Children meet with mathematics and geometry through their everyday activities at almost every step in their social environment. Therefore, it is of great importance to begin teaching them with an appropriate and adjusted contents (connected to mathematics and geometry) already early in kindergarten years. As children usually learn through own experiences, these should, together with previous knowledge, needs and interest of children, not only be considered by educators, but should also form a core of educational process. Geometry is an important sub-field of mathematics, which in general covers wide range of various contents. Children acquire experiences with solids, shapes and lines primarily trough play and other planned or unplanned activities. These should be constructed in such manner, that experienced are won by children in their own way. In contrast to Piaget, who was of opinion that learning of geometric concepts is gradual process and that age level is more important than experience, Van Hiele emphasized importance of children's experiences and manipulation of objects (a concept of learning geometry called 'geometry from the figure to the point' ) Van Hiele refused approach »from the point to the figure« (note: points, lines and forms first, later objects), because such approach is not in accordance with children experiences. In my planned practical work with children I used "from the figure to the point approach". In the empirical part of my diploma I presented my planned practical activities (games with little houses). In the period of one month children have got knowledge of characteristics of geometric solids, shapes, lines and gradually apply this knowledge from greater onto smaller dimensions. We first started with manipulation of three-dimensional objects (different bodies) and then later on continued with two-dimensional forms as lines. The children's advance in knowledge was visible, as I found with test of knowledge before and after my practical activities with children. Results of my research support my recognition (as an educator of small children in the future) that I will include mathematics and geometry systematically and in a planned way, not just spontaneously in the everyday activities in the kindergarten.
Ključne besede (ePrints, sekundarni jezik):	mathematics in kindergarten
ID:	8311353