Matemātisko prasmju apguve nodarbībās dabā bērniem pirmsskolas izglītības 2.posmā.
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Latvijas Universitāte
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lav
Abstract
Kvalifikācijas darbs “Matemātisko prasmju apguve nodarbībās dabā bērniem pirmsskolas izglītības 2.posmā” izstrādāts ar mērķi pētīt āra nodarbību iespējas matemātisko prasmju veidošanā un apkopot metodiskos materiālus matemātisko prasmju sekmēšanai pirmsskolas izglītības otrajā posmā. Darba teorētiskajā daļā raksturots otrais vecumposms, akcentējot tās psihiskās un fiziskās attīstības iezīmes, kas var ietekmēt matemātisko prasmju apguvi. Balstoties uz pirmsskolas mācību programmu noteikta matemātisko prasmju apguve nodarbībās dabā. Empīriskajā pētījumā, piedaloties 3-4 gadus veciem bērniem, ir analizēta tādu matemātisko prasmju veidošanās kā prasme grupēt pēc vienas pazīmes (lieluma), prasme salīdzināt lielumu un daudzumu, kā arī orientēties telpā, lietojot jēdzienus virs, zem, pie, aiz. Katrai prasmei piedāvātas pa trīs nodarbībām dabā, atspoguļojot pedagoģiskā procesa īpatnības. Noslēgumā, balstoties uz empīriskā pētījuma rezultātiem, sniegta atbilde uz pētījuma jautājumu - kā organizējamas āra nodarbības pirmsskolas pedagoģiskajā procesā, lai veicinātu matemātisko prasmju attīstību 3-4 gadus veciem bērniem.
The qualification work “Acquisition of mathematical skills in outdoor activities for children in the 2nd stage of preschool education” was developed with the aim of studying the possibilities of outdoor activities in the development of mathematical skills and compiling methodological materials for the promotion of mathematical skills in the second stage of preschool education. The theoretical part of the work describes the second age period, emphasizing the features of mental and physical development that can affect the acquisition of mathematical skills. Based on the preschool curriculum, the acquisition of mathematical skills in outdoor activities has been determined. The empirical study, with the participation of 3–4-year-old children, has analyzed the formation of such mathematical skills as the ability to group by one feature (size), the ability to compare size and quantity, as well as orientate in space using the concepts of above, below, near, behind. Three outdoor activities are offered for each skill, reflecting the peculiarities of the pedagogical process. In conclusion, based on the results of the empirical study, an answer to the research question is provided - how to organize outdoor activities in the preschool pedagogical process in order to promote the development of mathematical skills in 3–4-year-old children.
The qualification work “Acquisition of mathematical skills in outdoor activities for children in the 2nd stage of preschool education” was developed with the aim of studying the possibilities of outdoor activities in the development of mathematical skills and compiling methodological materials for the promotion of mathematical skills in the second stage of preschool education. The theoretical part of the work describes the second age period, emphasizing the features of mental and physical development that can affect the acquisition of mathematical skills. Based on the preschool curriculum, the acquisition of mathematical skills in outdoor activities has been determined. The empirical study, with the participation of 3–4-year-old children, has analyzed the formation of such mathematical skills as the ability to group by one feature (size), the ability to compare size and quantity, as well as orientate in space using the concepts of above, below, near, behind. Three outdoor activities are offered for each skill, reflecting the peculiarities of the pedagogical process. In conclusion, based on the results of the empirical study, an answer to the research question is provided - how to organize outdoor activities in the preschool pedagogical process in order to promote the development of mathematical skills in 3–4-year-old children.