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Slikanica kot sredstvo medpodročnega povezovanja
Volavšek, Naja (Author), Skubic, Darija (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/5696/ This link opens in a new window

Abstract
Otrok v predšolskem obdobju spoznava svet celostno, zato mu je potrebno v okviru predšolske vzgoje v vrtcu omogočiti medsebojno povezano seznanjanje z vsebinami vseh področij dejavnosti in posledično spodbujati njegov celostni razvoj. Z medpodročnim povezovanjem zagotovimo kakovost vzgojno-izobraževalnega procesa v skladu z značilnostmi otrokovega razvoja in učenja ter dosežemo bolj uporabno, poglobljeno in trajnejše znanje. Slikanica s svojimi značilnostmi predstavlja kakovostno izhodišče za načrtovanje raznolikih dejavnosti, pri katerih se vsebine kurikularnih področij tesno prepletajo. S svojo obliko in vsebino otroka motivirajo in ponujajo širok spekter dejavnosti iz različnih vsebinskih področij, ki poskrbijo za aktivnejše in bolj poglobljeno doživljanje zgodbe. V teoretičnem delu predstavim slikanico, njeno klasifikacijo in elemente ter njeno vlogo pri celostnem razvoju predšolskega otroka. V nadaljevanju pozornost namenim književni vzgoji v vrtcu, njenim ciljem, kriterijem za izbor kakovostnih slikanic, vlogi odraslega in poteku bralnega dogodka v vrtcu. Podrobneje opišem vsa področja dejavnosti iz Kurikuluma za vrtce (1999) s cilji in vlogo vzgojitelja. Osredotočim se na medpodročno povezovanje in pri tem izpostavim predvsem povezovanje področja jezika (književne vzgoje) s preostalimi kurikularnimi področji. Za konec predstavim koncept medpodročnega povezovanja iz hrvaškega in finskega kurikuluma in ju primerjam s slovenskim. Empirični del vsebuje predstavitev izvedbe in evalvacije projekta Slikanica kot sredstvo medpodročnega povezovanja. V okviru projekta smo se z otroki seznanili s slikanico Kdo je napravil Vidku srajčico avtorja Frana Levstika in ilustratorke Rože Piščanec. Načrtovala in izvedla sem številne dejavnosti iz vseh kurikularnih področij, pri čemer sem slikanico uporabila za izhodišče. Otroci so se imeli možnost seznaniti z vsebino zgodbe, dobiti vpogled vanjo iz različnih zornih kotov in razvijati svoja znanja in spretnosti na vseh področjih razvoja. Z uporabo slikanice kot sredstva medpodročnega povezovanja so prepletali znanja vseh kurikularnih področij in s tem pridobivali bolj uporabno, poglobljeno in trajnejše znanje.

Language:Slovenian
Keywords:slikanica
Work type:Bachelor thesis/paper (mb11)
Tipology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Year:2019
COBISS.SI-ID:12411721  Link is opened in a new window
Views:228
Downloads:46
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Secondary language

Language:English
Title:Picture book as a means of interdisciplinary learning
Abstract:
At the preschool age, children discover and experience the world as a whole, so it is necessary that during preschool education in kindergarten we provide them with an interdisciplinary acquaintance with all the fields of activity and thus encourage an integral development of children. With this interdisciplinary approach, we ensure the quality of the educational process in accordance with the characteristics of a child’s development and learning. Consequently, we achieve a more useful, thorough and permanent knowledge. A picture book with all its characteristics represents a quality base for the planning of diverse activities, where different curriculum areas are tightly intertwined. Moreover, the design and content of a picture book motivate the child and offer a wide spectrum of activities from different content fields that provide a more active and thorough experience of the story. In the theoretical part of my thesis, I will present a picture book, its classification, its elements and its role in the integral development of preschool children. Next, I will pay attention to kindergarten literary education, its goals, the criteria for the selection of appropriate picture books, the role of adults and the procedure of a kindergarten reading event. I will describe in detail all the fields of activity from the manual The Kindergarten Curriculum (Kurikulum za vrtce, 1999), including the goals and the role of preschool teachers. I will concentrate on interdisciplinary learning with an emphasis on the intertwining of the language area (literary education) with the rest of the curriculum areas. Finally, I will present the concept of interdisciplinarity from the Croatian and Finnish curriculum, comparing their view on it with the Slovenian one. The empirical part of my thesis includes a presentation of the performance and evaluation of the project Picture Book as a Means of Interdisciplinary Learning. In the context of this project, the children got acquainted with the Slovene picture book Kdo je napravil Vidku srajčico, written by Fran Levstik and illustrated by Roža Piščanec. I planned and carried out numerous activities from diverse curriculum areas, taking the picture book as my starting point. The children had the opportunity to learn the content of the story, perceive it through different points of view and develop their knowledge and abilities in all the areas of development. With the use of the picture book as a means of interdisciplinary learning, they linked knowledge from different curriculum areas and in this way acquired a more useful, thorough and permanent knowledge.

Keywords:picture book

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