Kreiranje spodbudnega učnega okolja v prvih starostnih skupinah v vrtcu - Železnikar, Petra (2017)
Za predšolskega otroka je aktivno učenje osnovni pristop, preko katerega konstruira novo znanje na različnih področjih razvoja. Otroci imajo intrinzično željo po raziskovanju, kar pomeni, da se v aktivnosti spontano vključujejo, in to predvsem zaradi užitka in zadovoljstva ter pri tem uporabljajo vse čute. Ključne učne izkušnje pridobivajo pri rokovanju z različnimi materiali tako naravnimi in/ali odpadnimi. Odrasli moramo otrokom zagotoviti spodbudno učno okolje dostop do različnih materialov, dovolj časa za raziskovanje, preoblikovanje le-teh, krepiti njihovo iniciativnost, jih spodbujati, da stvari naredijo sami. Diplomsko delo sestavlja teoretični in empirični del. V teoretičnem delu sem predstavila otrokov razvoj in učenje, pomen aktivnega učenja za otrokov socialni, intelektualni in telesni razvoj. V empiričnem delu sem zajela dejavnosti, ki sem jih izvajala v skupini enoletnih otrok. Opisala sem pristop – kreiranje spodbudnega učnega okolja pri igri najmlajših z nestrukturiranim materialom (škatle različnih oblik, velikosti in materialov). Na podlagi zapisov opažanj igre in interesov, sem otrokom pripravila različne izzive in tako predstavila značilnosti razvojno-procesnega modela načrtovanja. The basic approach of preschool children towards knowledge is active learning, through which they acquire new knowledge on various fields of development. Children have an intrinsic desire to explore. This means they involve spontaneously in several activities, mostly because of pleasure and satisfaction, using all their senses. They gain key learning experiences by handling with different natural and/or waste materials. It is the responsibility of adults to enable the children encouraging learning environment, which involves access to various materials, providing enough time for exploring them and bringing them to use, as well as encouraging their initiative to be active and make something on their own. My thesis consists of theoretical and empirical part. The theoretical part presents a child's development and learning process, and the meaning of active learning for a child's social, intellectual and physical development. The empirical part describes the use of activities in a group of 1-year old children. I described the approach – creating of encouraging learning environment at playtime with the youngest group of children by means of non-structural utensils (boxes of various shapes, sizes and materials). Based on written observations of children's play and interests I prepared several learning challenges and thus presented the characteristics of process development model of planning.