Uporaba tehnik aktivnega učenja 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. Strgar]
UDK:	373.2.016(043.2)
COBISS:	9797705
Št. ogledov:	1397
Št. prenosov:	853
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Active learning approach in preschool
Sekundarni povzetek:	The purpose of this thesis was to analyze the strengths and weaknesses of using active learning techniques in the kindergarten, specifically in a class of children aged between 3 and 4 years. Active learning techniques encourage the children to gain and learn from their own experience within their own environment. This way of learning enables the children to come to their own answers with the help of thinking and solving of problems, which we have set up together. The theoretical part presents thinking (theories of Piaget and Vygotsky) and active learning in the preschool period. Active learning is also highlighted in some preschool education concepts such as Curriculum for kindergarten, High/Scope preschool curriculum and the Reggio Emilia approach. The empirical part presents a project which we have picked and carried out with children in the aforementioned class. I have stressed the participation of the children and the techniques of active learning which I had familiarized with in the previous learning. I was exploring, whether children’s participation in planning and execution of activities, children’s motivation and quality of what they had learned had increased in contrast to previous experience when employing active learning techniques in that class. The results have shown that preschool children are able to plan activities, express ideas and so actively participate throughout the entire project. The children have upgraded their previous knowledge and information and have explored and learned throughout the project. The more communicative children were in the foreground in the beginning, however active learning techniques enabled even the less notable children to become more active. I believe that professional workers must provide the children with a stimulating environment in which they can independently pick and make decisions. We must realize that we are the ones that make a pleasant atmosphere for them and offer them support for the development of their own ideas.
Sekundarne ključne besede:	pre-school child;activity method;predšolski otrok;aktivna metoda;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	54 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Active learning approach in preschool
Ključne besede (ePrints):	otrok
Ključne besede (ePrints, sekundarni jezik):	child
Povzetek (ePrints):	Namen diplomskega dela je bil preučiti prednosti in pomanjkljivosti uporabe tehnik aktivnega učenja v vrtcu, in sicer v oddelku otrok, starih od 3 do 4 leta. Tehnike aktivnega učenja otroke spodbujajo, da z lastno aktivnostjo pridobivajo in spoznavajo izkušnje v svojem okolju. Takšen način učenja omogoča, da otroci z razmišljanjem in reševanjem problemov, ki smo si jih zastavili skupaj, sami pridejo do odgovorov. V teoretičnem delu je predstavljeno mišljenje (teoriji Piageta in Vigotskega) in aktivno učenje v predšolskem obdobju. Izpostavljeno je tudi aktivno učenje v nekaterih konceptih predšolske vzgoje, kot so Kurikulum za vrtce, High/Scope predšolski kurikulum in pristop Reggio Emilia. V empiričnem delu je predstavljen projekt, katerega smo skupaj z otroki izbrali in izvedli v že omenjenem oddelku vrtca. V projektu sem poudarila participacijo otrok in tehnike aktivnega učenja, s katerimi sem se seznanila na predhodnem izobraževanju. Raziskovala sem, ali se je ob uvedbi tehnik aktivnega učenja glede na pretekle izkušnje v tem oddelku povečala participacija otrok v načrtovanju in izvedbi dejavnosti, motivacija otrok in kakovost naučenega. Rezultati so pokazali, da so predšolski otroci zmožni načrtovati dejavnosti, izražati ideje, torej aktivno sodelovati skozi celoten projekt. Otroci so skozi projekt svoje predhodno znanje in informacije nadgradili, raziskovali in učili. V začetku so bili v ospredju bolj komunikativni otroci, vendar so prav tehnike aktivnega učenja pripomogle k temu, da so postali bolj aktivni tudi prej manj opazni otroci. Menim, da moramo strokovni delavci otrokom nuditi spodbudno ozračje in okolje, kjer lahko samostojno izbirajo in sprejemajo odločitve. Zavedati se moramo, da smo mi tisti, ki ustvarjamo otrokom prijetno vzdušje in jim nudimo podporo pri razvijanju njihovih lastnih idej.
Povzetek (ePrints, sekundarni jezik):	The purpose of this thesis was to analyze the strengths and weaknesses of using active learning techniques in the kindergarten, specifically in a class of children aged between 3 and 4 years. Active learning techniques encourage the children to gain and learn from their own experience within their own environment. This way of learning enables the children to come to their own answers with the help of thinking and solving of problems, which we have set up together. The theoretical part presents thinking (theories of Piaget and Vygotsky) and active learning in the preschool period. Active learning is also highlighted in some preschool education concepts such as Curriculum for kindergarten, High/Scope preschool curriculum and the Reggio Emilia approach. The empirical part presents a project which we have picked and carried out with children in the aforementioned class. I have stressed the participation of the children and the techniques of active learning which I had familiarized with in the previous learning. I was exploring, whether children’s participation in planning and execution of activities, children’s motivation and quality of what they had learned had increased in contrast to previous experience when employing active learning techniques in that class. The results have shown that preschool children are able to plan activities, express ideas and so actively participate throughout the entire project. The children have upgraded their previous knowledge and information and have explored and learned throughout the project. The more communicative children were in the foreground in the beginning, however active learning techniques enabled even the less notable children to become more active. I believe that professional workers must provide the children with a stimulating environment in which they can independently pick and make decisions. We must realize that we are the ones that make a pleasant atmosphere for them and offer them support for the development of their own ideas.
Ključne besede (ePrints, sekundarni jezik):	child
ID:	8311757