Pirmsskolas vecuma bērnu matemātisko priekšstatu veidošanās darbībā ar Marijas Montesorī materiāliem
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Latvijas Universitāte
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lav
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Darba temats: Pirmsskolas vecuma bērnu matemātisko priekšstatu veidošanās darbībā ar Marijas Montesori materiāliem. Pētījuma mērķis: Teorētiski un empīriski pētīt pirmsskolas vecuma bērnu matemātisko priekšstatu veidošanās darbībā ar M. Montesori materiāliem. Teorētiskajā daļā tiek apskatītas, salīdzinātas un analizētas pedagogu un psihologu atziņas par matemātikas jēdzienu, to galvenās īpatnības un attīstība pirmsskolas vecumā. Matemātisko prasmju apguvē bērnu darbības aktivitātei ir sevišķi liela nozīme, bērni mācās caur darbošanos. Tiek raksturots un izpētīts M.Montesori pedagoģijas virziens, tās būtiskākās teorijas atziņas, izpētīts matemātikas materiālu klāsts pirmsskolas vecuma bērniem. M.Montesori materiāls izraisa bērnā aktivitāti, aicina darboties, pilnveidot maņas un to funkcijas. Materiāli tiek izveidoti tā, lai bērns patstāvīgi varētu ieraudzīt un izlabot savas kļūdas, attīstīt gribu un pacietību, vērīgumu un pašdisciplīnu, paplašinot zināšanas. Darba pētnieciskā daļa, jeb empīriskā daļa balstās uz praktisku pētījumu, kurā piedalās 16 privātās pirmsskolas izglītības iestādes audzēkņi, vecumā no 3,10- 7 gadiem. Pētījuma tika izmantota novērošanas metode, tika apkopotas, pētītas un analizētas bērnu darbības ar trīs autores izvēlētiem M.Montesori materiāliem. Pētījumā tika pārbaudīta un apstiprināta izvirzītā hipotēze: Pirmskolas vecuma bērnu matemātisko priekšstatu sekmēšana ar M.Montesori materiālu būs sekmīga, kad bērns pats izvēlas materiālu un darbojas ar to neierobežotu laika posmu. Darbs sastāv no ievada, divām nodaļām, astoņām apakšnodaļām,14 tabulām, 16 attēliem, secinājumiem, izmantotās literatūras un avotu saraksta, pielikuma. Darba apjoms ir 58 lpp.
The subject of work: mathematical knowledge formation of children of pre-school age in the work with Marie-Montessori materials. Objective of the study: Theoretical and empirical research of mathematical formation of children on pre-school age in the work with materials of M. Montesorio. The theoretical part deals with, compares and analyzes the ideas of teachers and psychologists about the concept of mathematics, their main peculiarities and development in pre-school age. The acquisition of mathematical skills for children's activity is particularly important, children learn through acting. The direction of M. Montessori's pedagogy, its main theories, and the range of mathematical materials for pre-school children are described and explored. M.Montesory's material causes the child to be active, calls for action, and improves his senses and their functions. The materials are designed so that the child can independently see and correct his mistakes develop his will and patience, attention and self-discipline by expanding his knowledge. The research part of the work, or the empirical part, is based on a practical study of children’s from 16 private preschool education institutions, aged 3.10-7 years. The observation method was used in the study; children's activities were compiled, investigated and analyzed with the three materials of M. Montesorio selected by authors. The study examined and validated the hypothesis proposed: Facilitating maths of pre-school children with materials from M. Montesorio will be successful when the child himself chooses the material and works for an unlimited period of time himself. The work consists of an introduction, two chapters, eight subchapters, 14 tables, 16 pictures, conclusions, and references. The work volume is 58 p.
The subject of work: mathematical knowledge formation of children of pre-school age in the work with Marie-Montessori materials. Objective of the study: Theoretical and empirical research of mathematical formation of children on pre-school age in the work with materials of M. Montesorio. The theoretical part deals with, compares and analyzes the ideas of teachers and psychologists about the concept of mathematics, their main peculiarities and development in pre-school age. The acquisition of mathematical skills for children's activity is particularly important, children learn through acting. The direction of M. Montessori's pedagogy, its main theories, and the range of mathematical materials for pre-school children are described and explored. M.Montesory's material causes the child to be active, calls for action, and improves his senses and their functions. The materials are designed so that the child can independently see and correct his mistakes develop his will and patience, attention and self-discipline by expanding his knowledge. The research part of the work, or the empirical part, is based on a practical study of children’s from 16 private preschool education institutions, aged 3.10-7 years. The observation method was used in the study; children's activities were compiled, investigated and analyzed with the three materials of M. Montesorio selected by authors. The study examined and validated the hypothesis proposed: Facilitating maths of pre-school children with materials from M. Montesorio will be successful when the child himself chooses the material and works for an unlimited period of time himself. The work consists of an introduction, two chapters, eight subchapters, 14 tables, 16 pictures, conclusions, and references. The work volume is 58 p.