Prepoznavanje učnih potencialov triletnih in štiriletnih otrok pri naravoslovnih dejavnostih : magistrsko delo

Lužnik, Monika (avtor), Torkar, Gregor (mentor)

Naloga vzgojitelja je prepoznavanje učnih potencialov otrok; s svojim načinom dela in pestro izbiro dejavnosti mora vzgojitelj omogočiti njihov razvoj na vseh področjih. V magistrskem delu smo se osredotočili na področje naravoslovja in raziskovali kriterije, po katerih tri- in štiriletni otroci povezujejo ponujene naravoslovne objekte v pare. Ugotovili smo, da otroci sprva oblikujejo pare objektov tako, da opravljajo dejavnosti z njimi, pri čemer opravljajo dejavnosti iz njihovega vsakodnevnega življenja. Postopno so se kriteriji za oblikovanje parov spreminjali, hkrati se je povečevalo število vsebinsko povezanih predmetov ali predmetov, ki jih povezujejo skupne lastnosti. Med oblikovanimi pari so se pojavljali tudi pari oblikovani po naravoslovnih kriterijih, ki smo jih posebej analizirali in preverjali njihovo pogostost pri posameznikih. V nadaljevanju smo ugotovili, da se otroci z večjim številom naravoslovnih parov razlikujejo od preostalih otrok glede na izbiro dejavnosti, zanimanja in igro na prostem, in da se v vrtcu pogosteje odločajo za naravoslovne dejavnosti, pri katerih so tudi bolj uspešni. Skozi pogovore s starši smo preverjali povezavo med številom naravoslovnih parov pri otrocih in zanimanjem za naravoslovne dejavnosti ter možnostmi neposrednega stika z naravo v domačem okolju. Ugotovili smo, da so največ naravoslovnih parov tvorili otroci z več spodbudami za naravoslovne dejavnosti od doma. Skozi predstavljen način raziskovanja smo prikazali pristop k prepoznavanju učnih potencialov otrok na naravoslovnem področju, upoštevajoč tudi otrokovo okolje, v katerem odrašča. Tako smo ugotovili, da so v skupini tri- in štiriletnih otrok tisti, za katere lahko trdimo, da so potencialno nadarjeni na naravoslovnem področju.

• Jezik: Slovenski jezik
• Ključne besede: prepoznavanje potencialne nadarjenosti, pojmi
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [M. Lužnik Črep]
• Leto izida: 2017
• Št. strani: VII, 77 str.
• PID: 20.500.12556/RUL-91503
• UDK: 373.2.016:5(043.2)
• COBISS.SI-ID: 11508553
• Datum objave v RUL: 25.08.2017

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Identifying learning potentials of three and four year old children in natural science activities

Izvleček

The task of the preschool teacher is to recognize the learning potential of children. Through her way of working and the wide choice of activities, the preschool teacher must enable the development of children in all areas. In this thesis, we focused on the field of natural science and researched the criteria according to which the three and four years old children make pairs out of the offered natural objects. We found out that children initially formed pairs when they were engaged in an activity, which was usually an everyday type of activity they were familiar with. Gradually the criteria for the formation of pairs changed and at the same time the number of objects with similar content or similar characteristics, increased. Among the pairs, there were some that were formed according to the natural science criteria. We analysed these pairs and checked how frequently they occurred with the individual children. Later on we found out that children, who formed more pairs according to the natural science criteria, differ from other children in their choice of activities and their interest in playing outside. In the kindergarten these children often chose the natural science type of activities and they were also more successful at these activities than others. Through the conversations with parents we checked the link between the number of pairs formed according to the natural science criteria by children and their interest in the natural science type of activities and the possibilities of the direct contact with the nature in their home environment. We found out that the most of the pairs formed according to the natural science criteria were formed by children, who get more encouragement for the natural science type of activities at home. Through this type of research, which includes the home environment, we presented the approach for the recognition of learning potential of children in the field of natural science. This was how we found out that some of the three and four-year-olds in the group could be potentially talented in the field of natural science.

• Ključne besede: pre-school child, science education, play, learning, predšolski otrok, naravoslovna vzgoja in izobraževanje, igra, učenje