Mathematics is present everywhere around us, even though we are not fully aware of it all the time. Therefore, it is very important that we introduce it to pre-school children in a fun and exciting way, as they will meet with it their whole life. Interdisciplinary connections allow children learning in a way that is close to them, is interesting, entertaining, holistic, experiential and therefore durable.
The thesis presents learning in the pre-school period, which includes experiential learning, interdisciplinary connections, project work and learning through play. It also describes the teaching of mathematical contents in kindergarten, mathematics in curriculum and describes mathematical contents. It also defines and describes the role of the pre-school teacher in the learning process of children.
The empirical part represents a project based on the interdisciplinary connections of mathematic contents with other fields of the kindergarten curriculum in the second age period of children. The purpose of the project was to explore how children respond to the implementation of the project, what is their motivation and understanding of certain mathematical concepts and how successfully the pre-school teacher responds to the initiative of children in the project work, based on the interdisciplinary connections.
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