All learning begins with experience. Children learn the most when they are active themselves and when they come to the solution, whether correct or incorrect, on their own. With repeated activities, children remember events and activities the best, because they consolidate what they already know and, in addition, they are always looking for new solutions, unravelings.
In my thesis, I focused on the view of kindergarten professionals on active learning and children's participation in kindergarten. The thesis consists of two parts.
Based on professional literature, the concept of learning in general is first defined in the theoretical part. In the chapter on active learning of preschool children, the basic elements of active learning according to the High/Scope curriculum, research as an active learning strategy, space for research and the role of the educator in promoting it are described. I presented the notion of participation in general and in connection with the Kindergarten Curriculum and through the active involvement of children and parents and the conception of the child as a competent individual in the Reggio Emilia pedagogical concept.
The second part of the diploma thesis represents the empirical part, in which I summarized the results obtained by surveying professionals employed in the Ribnica Kindergarten. From the obtained results, I can conclude that the professionals of the selected kindergarten are committed to involving children as much as possible in the planning and implementation of activities in the department, and they also encourage children's active learning through various activities and techniques.
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