Spoznavanje polžev v skupini otrok, starih 3-4 let
Otroci začnejo odkrivati, doživljati in spoznavati okolje hkrati z razvojem lastnih miselnih sposobnosti in osebnostnim razvojem. Dejavnosti v okolju vodijo k oblikovanju miselnih operacij, hkrati pa tudi k oblikovanju temeljnih pojmov, kot sta prostor in čas. Gibanje in sile, predmet in snov, pojem...
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Format: | Bachelor Thesis |
Language: | Slovenian |
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2017
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Online Access: | https://repozitorij.uni-lj.si/IzpisGradiva.php?id=95573 https://repozitorij.uni-lj.si/Dokument.php?id=104182&dn= https://plus.si.cobiss.net/opac7/bib/11717705?lang=sl |
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predšolski otroci preschool children |
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predšolski otroci preschool children Petan, Petra Spoznavanje polžev v skupini otrok, starih 3-4 let |
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predšolski otroci preschool children |
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Otroci začnejo odkrivati, doživljati in spoznavati okolje hkrati z razvojem lastnih miselnih sposobnosti in osebnostnim razvojem. Dejavnosti v okolju vodijo k oblikovanju miselnih operacij, hkrati pa tudi k oblikovanju temeljnih pojmov, kot sta prostor in čas. Gibanje in sile, predmet in snov, pojem živega, vse to vodi k spoznavanju odnosov med predmeti in odnosov med bitji ter okoljem, v katerem živijo. V naravi sta v ospredju pridobivanje izkušenj z živimi bitji in naravnimi pojavi ter veselje do odkrivanja in raziskovanja novih stvari v njihovem okolju. Otrok v naravi spoznava živali, rastline, predmete in pojave okoli sebe, hkrati pa se uči in spoznava svoje odzive na živa bitja ter okolje, v katerem se določeno živo bitje giblje. Da otroke primerno približamo živalim in okolju, jih je treba uvesti v življenje živali, jih poučiti o njihovem življenju ter jih seznaniti tudi z njihovim načinom bivanja v naravi. V diplomskem delu smo raziskovali, kakšne predstave imajo otroci v starostnem obdobju od 3 do 4 let o polžih ter kakšen odnos imajo do njih. Ob tem smo ugotavljali tudi, koliko znanja povzamejo ob sami dejavnosti ter ali se na podlagi tega spreminja mnenje otrok o polžih in njihovem razvoju v okolju. Z otroki eksperimentalne skupine smo izvedli projekt spoznavanja polžev, v katerem so otroci z aktivnim učenjem in ob igri doživljali in spoznavali različne polže in njihove bistvene značilnosti. Dejavnosti smo pripravili in izvajali s skupino 17 otrok, starih 3–4 leta. V projektu, ki je zajemal 8 dni dejavnosti, smo v vrtcu gojili polže, jih opazovali, tipali, doživljali, ponazarjali gibanje, spoznavali telesno zgradbo in njihov življenjski prostor, razvrščali polžje hišice, se spoznavali z njimi in z različnimi vrstami polžev. Odgovore individualnih intervjujev eksperimentalne skupine pred projektom in po njem smo primerjali z odgovori kontrolne skupine, v kateri sta bila udeležena 2 otroka manj, bili pa so enake starosti. Tako smo lahko ugotovili, ali projekt spoznavanja polža vpliva na otrokov odnos in znanje o živali. Rezultate intervjujev smo obdelali kvantitativno ter jih prikazali v obliki grafov in tabel. Otroci, ki so sodelovali v dejavnosti, so bili pri končnih intervjujih uspešnejši od otrok kontrolne skupine. Boljši so bili pri poznavanju telesne zgradbe, poznali so več različnih vrst polžev, tudi njihov odnos do polžev je bil bolj pozitiven, z manj strahov in stereotipov. Rezultati kažejo, da lahko aktivno učenje o polžih ponuja veliko možnosti za pridobivanje izkušenj z živimi bitji ter veselja do raziskovanja in odkrivanja. To je spodbudno učno okolje za učenje naravoslovja. Ugotavljamo, da z vključevanjem otrok v dejavnosti, v katerih doživljajo ter spoznavajo živo in neživo naravo v njeni raznolikosti, povezanosti in stalnem spreminjanju, pozitivno vplivamo tudi na odnos otrok do živali, ki je pogosto (negativno) stereotipno naravnan. Rezultati tega diplomskega dela pa bi lahko bili spodbuda vzgojiteljem, da mogoče tudi sami premagajo strah pred živim in ponudijo otrokom tako spodbudno učno okolje, kot smo jim ga ponudili mi, ter ga pogosteje vključujejo v svoje pedagoško delo. Children start discovering, experiencing and learning about their environment at the same time as they start developing their own cognitive abilities and personality. Environment-based activities lead to the formation of cognitive operations as well as formation of basic concepts, i.e. time and space. Movement and forces, object and matter, the concept of being, all that leads to the discovery of the relations between objects and the relations between beings and the environment they live in. In regard to nature, the focus is on gaining experience with beings and natural phenomena, as well as on the eagerness to discover and explore new findings in their surroundings. In nature, children learn about animals, plants, objects and phenomena all around, but at the same time they learn and discover their own reactions to different beings and the environment that each being inhabits. If children are to be appropriately acquainted with animals and the environment, they should be included in the life of animals, taught about it and informed about their way of living in nature. This thesis presents the 3- to 4-year-olds’ perception of snails. At the same time, it is established how much knowledge they gain during the activity itself and whether it has any influence on the children's opinion on snails and snails’ natural development. Children in the experimental group were lead through the project of discovering snails, where they were actively learning about snails and their key features as well as experiencing them through play. The activities were performed with a group of 17 children aged 3–4. The project consisted of 8 days of activities, including keeping snails, observing them, discovering how they feel, experiencing them, mimicking their movement, learning about their constitution and living environment, classifying snail shells as well as learning about them and different snail species. The answers from the survey in the experimental group before and after these activities were compared to the answers from the control group, consisting of only 15 children but within the same age group. It was thus established whether the project of learning about snails affects the child’s perception of the animal and their knowledge about it. The survey results were analyzed quantitatively and presented via charts and spreadsheets. Those children who were included in the activities were answering more successfully than the children from the control group. They were more familiar with the physical constitution of snails, they knew a greater number of snail species, their perception of snails was more positive, too, as they expressed less fear and fewer stereotypes. The results show that the active learning process offers numerous possibilities for gaining experience with animals and sprouting enthusiasm for exploring and discovering. In regard to science, this is a stimulating learning environment. By including children in various activities where they can experience and learn about nature in all its diversity, complexity and constant changes, we can produce a positive effect on the child’s perception of animals, which is often stereotypically negative. The results of this paper could encourage preschool teachers to overcome their own fearfulness, to create such a stimulating learning environment for the children as we did and to implement it into their work more often. |
author2 |
Kos, Marjanca |
format |
Bachelor Thesis |
author |
Petan, Petra |
author_facet |
Petan, Petra |
author_sort |
Petan, Petra |
title |
Spoznavanje polžev v skupini otrok, starih 3-4 let |
title_short |
Spoznavanje polžev v skupini otrok, starih 3-4 let |
title_full |
Spoznavanje polžev v skupini otrok, starih 3-4 let |
title_fullStr |
Spoznavanje polžev v skupini otrok, starih 3-4 let |
title_full_unstemmed |
Spoznavanje polžev v skupini otrok, starih 3-4 let |
title_sort |
spoznavanje polžev v skupini otrok, starih 3-4 let |
publishDate |
2017 |
url |
https://repozitorij.uni-lj.si/IzpisGradiva.php?id=95573 https://repozitorij.uni-lj.si/Dokument.php?id=104182&dn= https://plus.si.cobiss.net/opac7/bib/11717705?lang=sl |
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sami |
genre_facet |
sami |
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https://repozitorij.uni-lj.si/IzpisGradiva.php?id=95573 https://repozitorij.uni-lj.si/Dokument.php?id=104182&dn= https://plus.si.cobiss.net/opac7/bib/11717705?lang=sl |
op_rights |
info:eu-repo/semantics/openAccess |
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1766186803597934592 |
spelling |
ftuniljubljanair:oai:repozitorij.uni-lj.si:IzpisGradiva.php-id-95573 2023-05-15T18:14:06+02:00 Spoznavanje polžev v skupini otrok, starih 3-4 let Learning about snails in the group of children aged 3 to 4 years Petan, Petra Kos, Marjanca 2017-09-21 text/url https://repozitorij.uni-lj.si/IzpisGradiva.php?id=95573 https://repozitorij.uni-lj.si/Dokument.php?id=104182&dn= https://plus.si.cobiss.net/opac7/bib/11717705?lang=sl slv slv https://repozitorij.uni-lj.si/IzpisGradiva.php?id=95573 https://repozitorij.uni-lj.si/Dokument.php?id=104182&dn= https://plus.si.cobiss.net/opac7/bib/11717705?lang=sl info:eu-repo/semantics/openAccess predšolski otroci preschool children info:eu-repo/semantics/bachelorThesis info:eu-repo/semantics/publishedVersion 2017 ftuniljubljanair 2021-12-06T09:30:08Z Otroci začnejo odkrivati, doživljati in spoznavati okolje hkrati z razvojem lastnih miselnih sposobnosti in osebnostnim razvojem. Dejavnosti v okolju vodijo k oblikovanju miselnih operacij, hkrati pa tudi k oblikovanju temeljnih pojmov, kot sta prostor in čas. Gibanje in sile, predmet in snov, pojem živega, vse to vodi k spoznavanju odnosov med predmeti in odnosov med bitji ter okoljem, v katerem živijo. V naravi sta v ospredju pridobivanje izkušenj z živimi bitji in naravnimi pojavi ter veselje do odkrivanja in raziskovanja novih stvari v njihovem okolju. Otrok v naravi spoznava živali, rastline, predmete in pojave okoli sebe, hkrati pa se uči in spoznava svoje odzive na živa bitja ter okolje, v katerem se določeno živo bitje giblje. Da otroke primerno približamo živalim in okolju, jih je treba uvesti v življenje živali, jih poučiti o njihovem življenju ter jih seznaniti tudi z njihovim načinom bivanja v naravi. V diplomskem delu smo raziskovali, kakšne predstave imajo otroci v starostnem obdobju od 3 do 4 let o polžih ter kakšen odnos imajo do njih. Ob tem smo ugotavljali tudi, koliko znanja povzamejo ob sami dejavnosti ter ali se na podlagi tega spreminja mnenje otrok o polžih in njihovem razvoju v okolju. Z otroki eksperimentalne skupine smo izvedli projekt spoznavanja polžev, v katerem so otroci z aktivnim učenjem in ob igri doživljali in spoznavali različne polže in njihove bistvene značilnosti. Dejavnosti smo pripravili in izvajali s skupino 17 otrok, starih 3–4 leta. V projektu, ki je zajemal 8 dni dejavnosti, smo v vrtcu gojili polže, jih opazovali, tipali, doživljali, ponazarjali gibanje, spoznavali telesno zgradbo in njihov življenjski prostor, razvrščali polžje hišice, se spoznavali z njimi in z različnimi vrstami polžev. Odgovore individualnih intervjujev eksperimentalne skupine pred projektom in po njem smo primerjali z odgovori kontrolne skupine, v kateri sta bila udeležena 2 otroka manj, bili pa so enake starosti. Tako smo lahko ugotovili, ali projekt spoznavanja polža vpliva na otrokov odnos in znanje o živali. Rezultate intervjujev smo obdelali kvantitativno ter jih prikazali v obliki grafov in tabel. Otroci, ki so sodelovali v dejavnosti, so bili pri končnih intervjujih uspešnejši od otrok kontrolne skupine. Boljši so bili pri poznavanju telesne zgradbe, poznali so več različnih vrst polžev, tudi njihov odnos do polžev je bil bolj pozitiven, z manj strahov in stereotipov. Rezultati kažejo, da lahko aktivno učenje o polžih ponuja veliko možnosti za pridobivanje izkušenj z živimi bitji ter veselja do raziskovanja in odkrivanja. To je spodbudno učno okolje za učenje naravoslovja. Ugotavljamo, da z vključevanjem otrok v dejavnosti, v katerih doživljajo ter spoznavajo živo in neživo naravo v njeni raznolikosti, povezanosti in stalnem spreminjanju, pozitivno vplivamo tudi na odnos otrok do živali, ki je pogosto (negativno) stereotipno naravnan. Rezultati tega diplomskega dela pa bi lahko bili spodbuda vzgojiteljem, da mogoče tudi sami premagajo strah pred živim in ponudijo otrokom tako spodbudno učno okolje, kot smo jim ga ponudili mi, ter ga pogosteje vključujejo v svoje pedagoško delo. Children start discovering, experiencing and learning about their environment at the same time as they start developing their own cognitive abilities and personality. Environment-based activities lead to the formation of cognitive operations as well as formation of basic concepts, i.e. time and space. Movement and forces, object and matter, the concept of being, all that leads to the discovery of the relations between objects and the relations between beings and the environment they live in. In regard to nature, the focus is on gaining experience with beings and natural phenomena, as well as on the eagerness to discover and explore new findings in their surroundings. In nature, children learn about animals, plants, objects and phenomena all around, but at the same time they learn and discover their own reactions to different beings and the environment that each being inhabits. If children are to be appropriately acquainted with animals and the environment, they should be included in the life of animals, taught about it and informed about their way of living in nature. This thesis presents the 3- to 4-year-olds’ perception of snails. At the same time, it is established how much knowledge they gain during the activity itself and whether it has any influence on the children's opinion on snails and snails’ natural development. Children in the experimental group were lead through the project of discovering snails, where they were actively learning about snails and their key features as well as experiencing them through play. The activities were performed with a group of 17 children aged 3–4. The project consisted of 8 days of activities, including keeping snails, observing them, discovering how they feel, experiencing them, mimicking their movement, learning about their constitution and living environment, classifying snail shells as well as learning about them and different snail species. The answers from the survey in the experimental group before and after these activities were compared to the answers from the control group, consisting of only 15 children but within the same age group. It was thus established whether the project of learning about snails affects the child’s perception of the animal and their knowledge about it. The survey results were analyzed quantitatively and presented via charts and spreadsheets. Those children who were included in the activities were answering more successfully than the children from the control group. They were more familiar with the physical constitution of snails, they knew a greater number of snail species, their perception of snails was more positive, too, as they expressed less fear and fewer stereotypes. The results show that the active learning process offers numerous possibilities for gaining experience with animals and sprouting enthusiasm for exploring and discovering. In regard to science, this is a stimulating learning environment. By including children in various activities where they can experience and learn about nature in all its diversity, complexity and constant changes, we can produce a positive effect on the child’s perception of animals, which is often stereotypically negative. The results of this paper could encourage preschool teachers to overcome their own fearfulness, to create such a stimulating learning environment for the children as we did and to implement it into their work more often. 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