Preschool children learn mostly from their experiences. As a future kindergarten teacher it is my firm belief that adults should provide various experiences to the children, where they can be active and enabled to explore. Consequently, the learning process would be more qualitative and the gained knowledge broader and more permanent.
In this diploma thesis the active learning of preschool children through the approach of inquiry based learning is discussed. The thesis consists of two parts. The first part is theoretical. It introduces different authorsˈ theoretical views of the term learning in general, specifies the learning forms and finally focuses on learning of preschool children. Few facts about gestation and the critical periods of learning are also presented. Piaget’s Theory of Cognitive Development and the basic three forms of learning in preschool period (that is learning through play, experiences and observation) are briefly presented as well. An important theoretical part of the thesis is focused on the active learning, the elements and components of active learning, the needed environment for active learning and the role of adults in the process of active learning. The inquiry process is described in detail. Firstly, the preferences of inquiry are listed, secondly, the two types of inquiry are closely described: the inquiry based learning and the problem-solving process, and, thirdly, the role of adults in the inquiry process is defined. Afterwards the project work, its phases, principles and types are presented and described. Finally, the theoretical part is concluded with chapters on Slovenian cultural heritage and hayracks, which are listed, classified and defined according to their type, and researched in their past and origin.
In the second, empirical part of the thesis the inquiry project entitled The Slovenian Cultural Heritage: Hayracks is introduced. The test group are 5-6-year-old children. They are actively included in all phases of the project: raising inquiry questions, forming assumptions, searching and analysing the information and using it in various ways. Only the inquiry theme – Hayracks – has been chosen by the project leader, everything else has been done together with the children. In this project, my role as a project leader is different from the traditional one: the children are led through the project phases and helped only if they needed it. The whole project is documented with photos, videos, drawings and posters.
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