The master’s thesis main field of focus is geometry, which is a mathematical field that deals with spatial properties (studying space and shapes of geometrical forms). Geometry allows us to understand the space around us. In the introduction and learning about geometry in the preschool period, the child's spatial performance is fundamental.
The master's thesis deals with geometry in the preschool period. The development of geometric concepts in the preschool period was supported by the theory of Jean Piaget and the theory of Van Hiel. This paper presents research in the field of geometric learning, which shows the importance of early learning and getting to know the contents of geometry. The role of the kindergarten teacher in the planning, implementation and evaluation of written preparations in kindergarten is presented. The paper defines the goals and activities in the field of geometry from the Curriculum for Preschool Education, which we compared with the educational program from 1979.
In the empirical part of the master's thesis, the results of the survey questionnaire are presented, with which we determined how the kindergarten teacher’s plan and implement geometric activities in the preschool period and what their views are on the managing of geometry content. The purpose of the research was to obtain the best possible insight into the planning and implementation of geometric activities in the kindergarten. We were interested in which areas of geometry are most often included, what difficulties are encountered in the planning of geometric activities and what their views are on their own professional and didactical competence for organizing geometry activities.
According to the Curriculum for Preschool Education, the results showed that kindergarten teachers plan and implement geometric activities, but less frequently than other mathematical activities. The field of geometry is included with the seven fields of mathematics that are stated in the Curriculum for Preschool Education, however, when it comes to the frequency of planning and implementation, geometry comes only in fifth place. The results showed that kindergarten teachers connect geometry to the field of society the least. A statistically significant difference with respect to the age section and the selected theme in the field of geometry has been shown in the integration of the geometric forms, where they are more frequently treated in the 1st age period than in the 2nd age period. The results showed that most kindergarten teachers do not include children in the planning of geometry activities. The majority of kindergarten teachers have no issues in planning and performing activities in the field of geometry, as they rated their own knowledge as being good.
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