Nature offers us and children endless opportunities to acquire new knowledge, if only we observe it carefully, if we allow ourselves to explore it, ask questions and persistently search for answers.
Children like to explore, therefore they learn about the world spontaneously, by playing games. Adults can guide children by appropriate stimulation and direction and thus by the creation of new circumstances which lead to problem solving and researching. These result in conclusions, which are followed by the development of critical thinking.
In the theoretical part of this thesis I describe child development in the preschool period and the field of natural science in kindergarten. The understanding of these two is the basis of planning activities, which enable children knowing the features of the moon on the basis of their own observations. The essential features of the moon are also described in the theoretical part of the thesis in order to help successfully plan and lead the activities of moon observation.
Findings from children's interviews are included in the empirical part. Children from two age groups (first and second age bracket) answered questions on their observations and notions of the moon. In accordance to their answers and ideas I developed science activities which help children learn about the features of the moon, its movement and the changes in the shape of its illuminated portion on the basis of their own observations and perceptions. These activities are planned in accordance with other activities of the curriculum, are related to them, intertwined with them and they also upgrade them.
Interviews with children from both age groups were conducted again after the observations and other activities were finished. The comparison of the conclusions results in my evaluation of the planned activities influence on children's notions and knowledge of the moon features.
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