Vodeno opazovanje dvoživk v vrtcu

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[B. Brulc]
UDK:	373.2.016:50:597.6(043.2)
COBISS:	9651529
Št. ogledov:	776
Št. prenosov:	199
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Guided obsevation of amphibians in kindergarten: observations and interests of children
Sekundarni povzetek:	Preschool children learn most out of their own experience when they can touch, observe, test, smell, listen to/experience. Unfortunately they often get in touch with nature which should be their everyday environment through books, films, cartoons and other media. Teachers in nursery schools have the opportunity, power and duty to help them experience and get in touch with everything that is around them. Especially when living creatures are observed child's own experience is of vital importance. We have to be aware of the fact that experience is the most powerful tool of memory. When dealing with animal experience that causes prejudice the first experience with that animal is essential. Prejudices are often gained by influence and experience of other people. The role of nursery teachers plays a very important part at this stage. The diploma thesis introduces what impact guided observations of amphibians have on children's interest and observations. The first theoretical part introduces nature as one of the areas discussed about in nursery schools and defines the term experiential learning. Amphibians are presented, especially a toad and a salamander. A child's picture is interpreted and cognitive differences between girls and boys are presented. The second empirical part of the thesis introduces the results of the qualitative research which was carried out by half-structured interview and analyis of children's pictures of the toad and the salamander. Our wish was to find out what preschool children wanted to learn about amphibians before and after guided observations, how guided observations affected their visual perception about these animals and whether boys and girls asked different questions. The results show that children are more interested in amphibians after guided observations. This means that after seeing the animals, they have more questions about them. Furthermore, they can draw more details after observations. Children show great interest in amphibians' behaviour and way of life. It can be said that before observations girls have more questions, whereas the situation is different after them.
Sekundarne ključne besede:	science education;pre-school education;naravoslovna vzgoja in izobraževanje;predšolska vzgoja;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	47 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Guided obsevation of amphibians in kindergarten: observations and interests of children
Ključne besede (ePrints):	vodeno opazovanje
Ključne besede (ePrints, sekundarni jezik):	guided observation
Povzetek (ePrints):	Predšolski otroci se največ naučijo iz lastnih izkušenj, tako da se vsega dotaknejo, opazujejo, preizkušajo, vonjajo, poslušajo – doživljajo. Žal pa se vse pogosteje dogaja, da spoznavajo naravo, ki bi morala biti njihovo vsakdanje okolje, le preko knjig, filmov, risank in ostalih medijev. Vzgojitelji v vrtcu imamo možnost, moč in dolžnost, da jim pomagamo na čim pristnejši način približati in izkusiti vse, kar jih obdaja. Še posebej, kadar gre za spoznavanje živih bitji, je lastna izkušnja otroka še pomembnejša kot sicer. Zavedati se moramo, da je izkušnja najmočnejše orodje pomnjenja. Ko gre za izkušnjo z živaljo, ki vzbuja predsodke (ki so po navadi pridobljeni zaradi vpliva in prenosa izkušenj drugih na otroka), je še posebej pomembno, da je prvi stik s to živaljo prijeten. Za to pa moramo s svojim zgledom poskrbeti vzgojitelji predšolskih otrok. V diplomski nalogi smo prestavili, kako vodeno opazovanje dvoživk vpliva na zanimanja in opažanja otrok. V prvem, teoretičnem delu diplomske naloge smo predstavili naravo, kot področje v vrtcu, opredelili smo pojem izkustveno učenje. Opisali smo tudi dvoživke, še posebej krastačo in močerada. Opredelili smo tudi otroško risbo in razlike med deklicami in dečki na kognitivnem področju. V drugem, empiričnem delu diplomske naloge smo predstavili in interpretirali rezultate kvalitativne raziskave, ki smo jo naredili s pomočjo polstrukturiranega intervjuja in analize risb krastače in močerada. Ugotavljali smo, kaj želijo predšolski otroci izvedeti o dvoživkah pred vodenim opazovanjem in po njem, kako vodeno opazovanje dvoživk vpliva na otrokovo vizualno predstavo o njih in ali se vprašanja o dvoživkah razlikujejo med deklicami in dečki. Ugotovili smo, da je otroško zanimanje o dvoživkah večje po vodenem opazovanju, kar pomeni, da otroke, po tem, ko spoznajo žival, o njih zanima še več, narišejo pa tudi več podrobnosti kot pred vodenim opazovanjem. Otroke najbolj zanimata vedenje in način življenja opazovanih dvoživk. Se pa zanimanje za živali razlikuje glede na spol, pred vodenim opazovanjem več sprašujejo deklice, po vodenem opazovanju pa dečki.
Povzetek (ePrints, sekundarni jezik):	Preschool children learn most out of their own experience when they can touch, observe, test, smell, listen to/experience. Unfortunately they often get in touch with nature which should be their everyday environment through books, films, cartoons and other media. Teachers in nursery schools have the opportunity, power and duty to help them experience and get in touch with everything that is around them. Especially when living creatures are observed child's own experience is of vital importance. We have to be aware of the fact that experience is the most powerful tool of memory. When dealing with animal experience that causes prejudice the first experience with that animal is essential. Prejudices are often gained by influence and experience of other people. The role of nursery teachers plays a very important part at this stage. The diploma thesis introduces what impact guided observations of amphibians have on children's interest and observations. The first theoretical part introduces nature as one of the areas discussed about in nursery schools and defines the term experiential learning. Amphibians are presented, especially a toad and a salamander. A child's picture is interpreted and cognitive differences between girls and boys are presented. The second empirical part of the thesis introduces the results of the qualitative research which was carried out by half-structured interview and analyis of children's pictures of the toad and the salamander. Our wish was to find out what preschool children wanted to learn about amphibians before and after guided observations, how guided observations affected their visual perception about these animals and whether boys and girls asked different questions. The results show that children are more interested in amphibians after guided observations. This means that after seeing the animals, they have more questions about them. Furthermore, they can draw more details after observations. Children show great interest in amphibians' behaviour and way of life. It can be said that before observations girls have more questions, whereas the situation is different after them.
Ključne besede (ePrints, sekundarni jezik):	guided observation
ID:	8311424