Stručni rad
THEORETICAL FRAMEWORK FOR THE DEVELOPMENT OF MATHEMATICAL CONCEPTS IN KINDERGARTEN
Zora Marendić
; Pedagoški fakultet u Sarajevu
Sažetak
he development of mathematical concepts at preschool age presents a powerful tool for developing not only children’s cognitive development but the development of all other personality aspects. The realization of developmental goals and tasks in the contemporary preschool curriculum, from the aspect of developing mathematical concepts, demands good knowledge of the nature of child development, the manner in which children learn and the nature of each mathematical concept which is formed at this stage. This article will refer to the basic characteristics of children’s cognitive development in the function of developing mathematical concepts and characteristics of learning of a preschool child. Pedagogical implications by renowned psychologists and education experts relating to preschool education have been emphasized. Based on these implications, methodological guidelines were set up and serve as important coordinates in the practical work of the preschool teacher. The part referring to characteristics of learning of a preschool child accentuates the importance of practical and thoughtful engagement of a child in the process of learning, learning as construction of knowledge and experience, learning as investigation, learning in interaction with adults, peers, ideas and materials, necessity of verbalization in the process of learning and encouragement of meta-zone learning which small children are capable of. In the part referring to methodological guidelines, importance is given to situational learning, integrated planning, the creation of a motivational learning environment, observation and monitoring of children in the learning process so as to ensure progress and developmental appropriateness, which is especially evident in the process of developing mathematical concepts.
Ključne riječi
development of mathematical concepts; preschool child; cognitive development; child learning; methodological guidelines
Hrčak ID:
40821
URI
Datum izdavanja:
23.6.2009.
Posjeta: 17.587 *