Adults provide a stimulating learning environment in the preschool period by offering children unstructured materials, which they later supplement according to different characteristics, change them and create with them different challenges to the child's creativity. This approach opens up a wide field of possibilities for the child to explore the material, which encourages the development of ideas and concepts and thus contributes to learning and development. It enables a diverse and creative symbolic game. Professionals in the kindergarten implement the development-process model of planning, in which the central place is the observation of activities or children's games, which becomes a key starting point for future activities.
The diploma thesis consists of theoretical and empirical work. In the theoretical part, I first presented the child's development and learning in the preschool period. I went on to present one of the most important activities of children and that is game. I described the importance of the game, introduced the types of games and the role of the adult. I presented active learning, which is typical for a stimulating learning environment. Active learning emphasizes process-development planning, on which the empirical part is based.
In the empirical part, I first presented a plan, how I approached the project, then follows different activities that I had prepared for the children by observing them and proceeding from their interests and initiatives. All activities were based on unstructured materials, which were offered children in various forms and situations. I focused on wood and other natural materials from the forest. With stimulating learning environment, children had opportunity for exploration and learning. The process was also documented. Evaluation plays an important role in process-development planning. Each activity was evaluated. I also listed goals that children had achieved during each activity.
The evaluation shows that unstructured material attracted children and encouraged them to explore. Children were very original and used the material in different ways. I was careful to create a stimulating learning environment by offering a variety of materials. I included all six areas of the Curriculum and provided a diverse and interesting environment for children`s play. During the project, the atmosphere in the playroom was pleasant, calm and relaxed. Children had learned and explored at their own pace, without pre-planned activities through the play. They have had a choice and plenty of time for active exploring. They were heard and their ideas and creations were recognized, which resulted in them by being their own creators of their further activities.
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