Razvoj matematičkih kompetencija djece rane i predškolske dobi

undergraduate thesis

• Title (english): Development of mathematical competencies of children of early and preschool age
• Author: Antonia Barišić
• Mentor: Ivana Golik (mentor)
• Committee member: Vladimira Velički (predsjednik povjerenstva)
• Committee member: Jelena Vignjević (član povjerenstva)
• Committee member: Ivana Golik (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-06-30, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Matematika je znanost koja dijete uvodi u percipiranje i shvaćanje odnosa u svom neposrednom okruženju, pomaže razvoju njegovog mišljenja i drugih psihičkih funkcija. Temeljne se matematičke spoznaje razvijaju kroz neposredan dodir s predmetima u djetetovoj okolini. Djeca svijet otkrivaju kroz igru, istraživanje i osnovne svakodnevne aktivnosti manipulirajući i igrajući se s predmetima. Svoju okolinu doživljavaju pomoću osjeta koji im služe kao prirodna pomagala pri učenju i otkrivanju.
S obzirom da je razvoj mozga najintenzivniji u prvih nekoliko godina života, to se razdoblje smatra najznačajnijim za stvaranje osnova za kasniji razvoj dječjih sposobnosti. Mozak se dobrim dijelom oblikuje prema iskustvima te odgovara na stimulaciju iz okoline. Okruženje, iz tog razloga, predstavlja esencijalni izvor dječjeg učenja pa njegovim kreiranjem djetetu omogućujemo stupanje u interakciju s različitim sadržajima. Važnu ulogu u tom procesu imaju skrbnici i svi oni koji su u izravnom kontaktu s djecom jer su oni ti koji pružaju iskustva koja grade temelje integracije i spoznajnog razvoja.
Ovaj se rad temelji na razradi usvajanja količinskih odnosa kroz tri metode: Motessori didaktički materijali za matematiku, ALOHA mentalnu aritmetiku te projektni pristup. Primjenom tih strategija djeca dolaze u neposredan kontakt s konkretnim materijalima te na taj način aktiviraju svoje osjete (vid, sluh i opip) i taktilno usvajaju matematičke koncepcije. U Montessori pristupu konkretni se materijali odnose na različite Montessori didaktičke materijale za matematiku, a u programu ALOHA mentalne aritmetike koristi se soroban abakus. U projektnom se pristupu koriste dječji prsti ili izrađeni materijali. Ključan aspekt te ujedno i zajednička karakteristika svih tih materijala jest omogućivanje konkretnog iskustva koja djecu vode od lakše prema zahtjevnijoj razini odnosno od konkretnog pribora prema apstraktnijim konceptima. Uzimajući u obzir međusobne različitosti djece te nužnost diferenciranog pristupa, matematiku je potrebno učiniti pristupačnom svoj djeci te djecu poticati na samouvjereno pristupanje matematici.

Abstract (english)

Mathematics is a science that introduces child with the perception and understanding of relationships in its immediate environment, helping to develop its thinking and other mental functions. Basic mathematical cognitions are developed through direct contact with objects in the child's environment. Children discover the world through play, exploration and basic daily activities by manipulating and playing with objects. They experience their environment through senses that serve as natural aids in learning and discovering
Since brain development is most intense in the first few years of life, this period is considered to be the most important for creating the basis for later development of children’s abilities. The brain is largely shaped by experience and responds to stimulation from the environment. Therefore, the environment is an essential source of children's learning, so by creating it we enable the child to interact with various contents. Caregivers and all those who are in direct contact with children have an important role in this process because they are the ones who provide experiences that build the foundations of integration and cognitive development.
This work is based on the elaboration of the adoption of quantitative relations through three methods: Motessori didactic materials for mathematics, ALOHA mental arithmetic and the project approach. By applying these strategies, children come into direct contact with concrete materials and thus activate their senses (sight, hearing and touch) and tactilely adopt mathematical concepts. In the Montessori approach, specific materials refer to different Montessori didactic materials for mathematics, and in the ALOHA program of mental arithmetic, the Soroban abacus is used. The project approach uses children's fingers or crafted materials. A key aspect and also a common feature of all these materials is providing a concrete experience that leads children from easier to more demanding level or from concrete accessories to more abstract concepts. Taking into account the mutual differences of children and the necessity of a differentiated approach, it is necessary to make mathematics accessible to all children and to encourage them to approach mathematics confidently.

• Keywords: matematičke kompetencije; iskustvo; okruženje; količinski odnosi
• Keywords (english): mathematical competencies; experience; environment; quantitative relations
• Language: croatian
• URN:NBN: urn:nbn:hr:147:950402
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/ prvostupnica odgojitelj/odgojiteljica djece (sveučilišni/a prvostupnik/ prvostupnica odgojitelj/odgojiteljica djece)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-07-13 10:43:59