In the preschool period, especially in the first age, it is very important to provide a rich and stimulating learning environment that offers children the opportunity to play and learn with different materials, objects and materials. Particularly successful in providing a supportive learning environment are unstructured materials that children learn to test their properties, handle them, play with them in different ways, and through unstructured materials they get the new learning experience. Unstructured materials create particular opportunities for the transition to the symbolic play, for interaction with their peers and the first group games. They can respond a child’s feelings through different material and it can make solution for problems witch teacher create thought game. In this way, the child is actively involved in the process of learning through play.
In the theoretical part of the thesis describes the starting process-development model of educational work and the role of the educator in creating the conditions for active learning of children and symbolic play. In the empirical part is presented the project that I carried out in the kindergarten Ciciban. The project involved 2-3 year-olds, which I offer different unstructured material (boxes, cloth and wool). I described the course of the process-development planning, which included observing and documenting the handling of materials and games that the material is challenged. The following are the reflection and evaluation records, which are records of how I used observations as a starting point for further planning activities - based on ideas, initiatives, creation and interests of children.
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