Games during lessons are from the students’ point of view a recommended activity, because it excites an interest and all kinds of motivation. Through game, students project their deficits which helps overcoming them. It is not enough for students to just be learning in school, but they should also be feeling good, which helps them focusing on the lessons more and their lasting knowledge. In the theoretical part of my master’s degree thesis we present child’s cognitive, emotional and social development, the development of child games and the role of didactic game during class. We formed and presented teaching tools and material for discussion about the theme, named Sile in gibanje (Forces and movement). During preparations and performance of the lessons, we emphasized the method of teaching with the help of didactic games. The chosen theme was discussed in a subject, named Spoznavanje okolja (Enviroment study), during which we performed 6 hours of lessons. The study and lessons were carried out in the 2nd grade with 23 students in Primary school Toma Brejca in Kamnik. We carried out a study of a subject, with which we explored the meaning of didactic games in natural science on cognitive, emotional and social field of child’s development on 2 students, who are a part of the earlier mentioned class. The basic purpose of the research was to find out, how the formed didactic games, inside of discussed theme, affects the observed children. We were interested in how much the observed children were using the existing knowledge and experience in a new situation and with it gain new knowledge. Besides that, we were observing, whether there was any difference regarding emotions and the interaction with other students during the game. The students were selected after the first meeting with the whole class, where it was immediately noticed, that the selected students were standing out, because of the problems with concentration and class interaction. The results showed a positive point of didactic games in the process of learning and understanding environmental concepts, in the field of expressing emotions and interacting with the class. The results of the study and presented material can help teachers in the first and second triennial in teaching the selected themes. With the help of the teaching material and the results of the master’s degree thesis, we expanded the knowledge of role of didactic games in teaching environmental concepts, which will be interesting not only for teachers, who teach the selected children, but also for the other interested professional public.
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