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Ustvarjanje spodbudnega učnega okolja s pomočjo nestrukturiranega materiala : diplomsko delo
Bukovec, Katarina (Author), Turnšek, Nada (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/5082/ This link opens in a new window

Abstract
Otrok se najbolj razvija v prvih letih svojega življenja, zato je pomembno, da mu takrat ponudimo dovolj različnih spodbud za reševanje miselnih izzivov. Večji del otroštva predstavlja tudi igra, ki je otrokova primarna in svobodna dejavnost. Sredstvo igre so seveda igrače, ki jih je ogromno, od nas pa je odvisno, ali otroku ponudimo strukturirano ali nestrukturirano igračo. Če se odločimo za strukturirano igračo, ima otrok manj možnosti uporabe domišljije, medtem ko mu z nestrukturiranim materialom omogočimo ustvarjalnost in postavljamo najrazličnejše miselne izzive. Aktivno učenje vključuje ključne strategije učenja v predšolskem obdobju, okolje (vrtca) pa določa, ali se otrok dobro počuti, ima dovolj sredstev za učenje in raziskovanje ter ali spodbuja zanimanje otrok za različne dejavnosti. V spodbudnem učnem okolju ima otrok tudi podporo odraslega, ki mu nudi pozitivne interakcije in ga pripravlja na samostojnost. V empiričnem delu je predstavljen potek celotnega projekta, v katerem sem ustvarjala spodbudno učno okolje s pomočjo nestrukturiranega materiala – volne. Glavne značilnosti kreiranja spodbudnega učnega okolja so natančno opazovanje, interakcija z otroki, prepoznavanje interesov in sposobnosti otrok ter zagotavljanje primernih spodbud. Otroci so se aktivno udeleževali pripravljenih dejavnosti, ki sem jih na podlagi opažanj in evalvacij prilagajala, dopolnjevala in nadgrajevala z naravnim materialom. Predstavljena so moja pričakovanja, odzivi otrok, reševanje miselnih izzivov, možnosti izboljšave in uresničevanje ciljev. Na podlagi evalvacij sem ugotovila: da je aktivno učenje, ki je hkrati spodbudno, izhodišče za razvoj potencialov posameznika; da se mora vsak vzgojitelj zavedati pomembnosti profesionalnega razvoja; da so otroci sposobni sami reševati probleme, povezane z dejavnostmi, če jih zanimajo; vloga vzgojitelja pa je, da na podlagi opazovanja te interese izkoristi in uporabi za dobrobit otrok.

Language:Slovenian
Keywords:igrače, nestrukturiran material, aktivno učenje, spodbudno učno okolje
Work type:Bachelor thesis/paper (mb11)
Tipology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Year:2018
Publisher:[K. Bukovec]
Number of pages:43 str.
UDC:373.2.016(043.2)
COBISS.SI-ID:12007497 Link is opened in a new window
Views:984
Downloads:169
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Secondary language

Language:English
Title:Creating stimulating learning environment with the help of a flat material
Abstract:
A child develops most in the first years of life, so it is very important to offer him as many different incentives as possible to challenge mental processes. Play represents the major part of childhood and is at the same time the primary and free activity of the child. Play, of course, includes toys, which we know many, and it depends on us whether we offer a structured or unstructured toy to the child. If we decide on a structured toy, the child has less possibility to use the imagination, while with unstructured materials, we enable creativity and pose mental challenges. Active learning includes the key learning strategies in the pre-school period; the environment (kindergarten) determines whether the child is feeling well and has enough resources for learning and exploring, and, whether it stimulates the child's interest in various activities. In a stimulating learning environment the child also has the support of an adult, who offers him positive interactions and helps him in becoming independent. In the empirical part, the course of the entire project is presented, in which I created a stimulating learning environment through unstructured material - wool. The main features of creating an incentive learning environment are accurate observation, interaction with the children, identification of their interests and abilities as well as providing the appropriate incentives. The children actively participated in the prepared activities, which I adjusted, supplemented and upgraded with natural materials on the basis of my observations and evaluations. I presented my expectations, the children's responses, solving mental challenges, the possibilities of improvement and the realization of the set goals. On the basis of the evaluations I found: that active learning, which is at the same time also stimulating, is the starting point for the development of each individuals' potential; that every nursery or kindrgarten teacher must be aware of the importance of his/her professional development; that the children are able to solve the problems related to the activities themselves if they are interested in them; the role of the kindergarten teacher is to use these interests on the basis of observation for the benefit of children.

Keywords:child development, pre-school education, play, razvoj otroka, predšolska vzgoja, igra

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