The kindergarten curriculum has outlined guidelines of the concept of pre-school education in Slovenian kindergartens. It represents six main areas, which include also the field of mathematics.
In some Slovenian kindergartens also elements of the Reggio Emilia approach are integrated. In this approach the core activity is art. Artistic creation represents a tool for the formation of thinking and feeling in the context of comprehensive teaching and learning. Mathematics is not defined as an independent field.
This thesis presents both pedagogical concepts: the curriculum for kindergartens and the Reggio Emilia approach.
The theoretical part includes the description of the curriculum for public kindergartens and of the Reggio Emilia approach. It includes answers to questions: which are the key factors of the individual concept, how the field of mathematics is represented, what the role of the adult is, and what the role of the child.
The empirical part describes activities carried out in the public kindergarten, through which the objectives of the mathematics curriculum were implemented by the use of elements of the Reggio Emilia approach.
Concrete examples were carried out in a group of children aged between 4 and 6 years. The purpose was to carry out activities by including elements of the Reggio Emilia approach and at the same time to achieve objectives of the curriculum.
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