Naravoslovje v vrtcu montessori

Petač, Urška (author), Bajd, Barbara (mentor)

V prvem delu diplomskega dela Naravoslovje v vrtcu montessori je opisan Kurikulum za vrtce, nacionalni dokument, na podlagi katerega vzgojitelji načrtujejo vzgojno in izobraževalno delu v vrtcu. Izpostavljeni so globalni cilji ter predlagani opisi dejavnosti s področja naravoslovja v vrtcu. Predstavljen je tudi konstruktivistični način poučevanja, preko katerega poskušamo otrokom približati naravo kot prostor, v katerem lahko samoiniciativno in svobodno raziskujejo ter obenem samostojno, z lastno miselno aktivnostjo, iščejo odgovore na številna vprašanja, ki se jim pri tem porajajo. Drugi del diplomskega dela vsebuje pregled življenja in dela italijanske zdravnice Marije Montessori, ki je na podlagi opazovanj otrok in njihovega razvoja osnovala svojo metodo vzgoje in poučevanja otrok od rojstva do mladostništva. Opisana so temeljna načela pedagogike montessori ter njena razširjenost po Sloveniji in svetu. Predstavljeni so tudi nekateri materiali s področja naravoslovja, s katerimi je Montessorijeva želela otroke spodbuditi k samostojnemu odkrivanju sveta ter preučevanju stvari in pojavov, ki nas obdajajo. V empiričnem delu diplomske naloge smo želeli preveriti, v kolikšni meri vzgojitelji v vrtcih te materiale poznajo in jih tudi uporabljajo oz. na kakšen način predstavljajo otrokom naravoslovne tematike. Zanimal nas je tudi vpliv uporabe materialov montessori na znanje in informiranost otrok o določeni tematiki. Ugotovljeno je bilo, da vzgojitelji v vrtcih montessori nekatere od teh pripomočkov s pridom uporabljajo, medtem ko mnogi vzgojitelji v vrtcih, ki sledijo Kurikulumu, le-teh ne poznajo, jih nimajo na voljo ali jih ne uporabljajo, kar pa na znanje in informiranost otrok o izbrani tematiki nima velikega vpliva. Vzgojitelji namreč pripravijo ogromno drugih didaktičnih pripomočkov, s pomočjo katerih otroci ravno tako lahko pridobijo veliko informacij in znanj s področja naravoslovja, obenem pa z njimi preživljajo veliko časa v zunanjem okolju, kjer jim enkrat tedensko pripravljajo učne ure naravoslovja, kar je bistveno za razvoj otrokove navezanosti na naravo ter njegovega odnosa do sveta, ki ga obdaja.

• Language: Slovenian
• Keywords: začetno naravoslovje
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-87465
• COBISS.SI-ID: 11364937
• Publication date in RUL: 31.08.2017

Secondary language

• Language: English
• Title: Science in montessori kindergarten

Abstract

The first part of the thesis Science in Montessori kindergarten describes the Curriculum for kindergarten, national document, based on which teachers plan their educational work in kindergarten. It contains presentation of some global aims of primary science, and also descriptions of proposed activities for this area. It includes presentation of a constructivist way of teaching, which helps children to see nature as a place, where they can freely explore on their own initiative. Simultaneously, they independently use their own mental activity and look for answers to many questions that emerge in their minds. The second part of the thesis includes an overview of life and work of the Italian doctor Maria Montessori, who has developed her own method of upbringing and educating children from birth to adolescence. Here are described some of the basic principles of Montessori pedagogy and its prevalence in Slovenia and the world. There are also presented some of the materials for primary science, by which Maria Montessori wanted to encourage children to explore the world independently. In the empirical part of the thesis we wanted to find out to what extent teachers know and use these materials and what other methods are used to represent science topics to children. We were interested in the impact of the use of Montessori materials on children's knowledge and information about a particular topic. The research showed that teachers in Montessori kindergarten use some of them very often, while educators in kindergartens, which follow the Curriculum, do not know them, do not have them or do not know how to use them. The choice of methods and materials had no significant impact on children's knowledge on particular science topic. Teachers working in non-montessori environment prepare many other didactic materials that help children gain a lot of information and knowledge about particular science area. They also spend a lot of time in the outside environment, where they prepare science lessons for their groups at least once a week, which is essential for the development of the child attachment to nature and his relationship to the world that surrounds him.

• Keywords: primary science