Scientific / art field,
discipline and subdiscipline | INTERDISCIPLINARY AREAS OF KNOWLEDGE
Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines) |
| Abstract | Djeca imaju neodoljivu potrebu da istražuju i upoznaju svijet oko sebe. U njihovoj prirodi je da dodiruju, prevrću, okreću, sklapaju, rasklapaju i dovode u razne odnose sve ono što vide i čime mogu manipulirati. Kroz istraživanje svoje okoline djeca otkrivaju svojstva svijeta oko sebe, stvaraju uzročno-posljedične veze među stvarima i upoznaju zakonitosti. Pribavljanje informacija možemo izvršiti na mnogo načina, ali za djecu najvažniji izvori informacija su pokusi i opažanja kao ponovljive pojave i kao temelj stvaranja baze podataka, spoznaja, znanja, informacija, potrebnih za definiranje odgovora. Djeca svoja znanja ne stječu pasivno, već ih stvaraju kroz vlastitu aktivnost, ugrađujući nove informacije u svoj sustav postojećih informacija. Oni kontinuirano kreiraju i rekreiraju svoj model realnosti. Vođeno urođenom radoznalošću, dijete želi razumjeti svijet oko sebe, uočava neki problem, postavlja hipotezu o rješenju tog problema i kroz vlastitu akciju provjerava njenu točnost. Poticajno socijalno i materijalno okruženje djeteta, uz njegovu urođenu radoznalost, čini glavnu odrednicu kvalitete njegova učenja. Od sposobnosti i zalaganja odgajatelja u velikoj mjeri ovisi razvoj djeteta predškolske dobi. Stoga, nisu samo roditelji odgovorni za odgoj svoje djece, zajedno s njima i odgojitelji sudjeluju u odgoju i obrazovanju djece. Ponuda materijala u prostoru vrtića u pravilu se nudi, i količinski i po raznovrsnosti, onoliko koliko je potrebno da dijete pronađe nešto čime će zadovoljiti svoje potrebe i želje. Stvarna promjena kvalitete odgojno obrazovne prakse iziskuje promjenu načina razmišljanja odgojitelja, tj. razvoj njegove nove osobne svijesti.
Cilj izvedenih pokusa u ovom radu je ostvariti kontakte djece s jednostavnim znanstvenim pokusima na siguran i zanimljiv način, pobuditi njihovo zanimanje za znanost i pružiti dodatna znanja i materijale za njihovo provođenje. Omogućiti djetetu prirodno učenje u skladu s njegovim vlastitim potencijalima. |
| Abstract (english) | Children have an urge to explore and learn about the world around them. Their nature is to touch, turn, turn, enter into, extend or bring in a variety of relationships all what they see and what they can manipulate. Through exploration of their environment they are discovering the properties of the world around them, creating a causal relation between things and get to know the law. Obtaining information can be made in many ways, but for children the most important sources of information are experiments and observations as a repeatable phenomenon and as a basis for creating databases, knowledge, skills and information needed to define response. Children do not acquire their knowledge passively, but they generate through their own activities, incorporating new information into your existing information system. They continually create and recreate their model of reality. Guided by an innate curiosity, the child wants to understand the world around him, noticed a problem, hypothesize about solving this problem through their own action verifies its accuracy. Stimulating social and material environment of the child, with his innate curiosity, makes a major determinant of the quality of his teaching.
Since the capacity and commitment of teachers is largely dependent development of preschool children. Therefore, not only the parents are responsible for raising their children, along with them, and educators involved in the education of children. Offered materials in the kindergarten are typically offered, and the quantity and variety, as much as necessary to a child finds something to satisfy their needs and desires. The actual hange in the quality of educational practice requires a change of thinking educators, as development of its new personal awareness. The aim of the presented experiments in this paper is to make contacts of children with simple scientific experiments in a safe and interesting way, to arouse their interest in science and provide additional knowledge and materials to implement them. Provide child naturally learning in accordance with its own resources. |
