Page 27 - Spodbujanje učinkovitega učenja: zbornik povzetkov strokovne konference
P. 27
a Žvokelj Možnost povezovanja gibanja z matematiko in jezikom
Zavod sv. Stanislava
lara.zvokelj@gmail.com Povezovanje različnih področij dejavnosti srečujemo pri vsaki načrtovani ali ne-
načrtovani aktivnosti. Medpredmetno povezovanje je pomembno pri načrtova-
Giuliana Jelovčan nju dela, saj z njim otrokom ponudimo nove aktivnosti, ki so za njih zanimive in
Univerza na Primorskem poučne. Ker medpredmetno povezovanje posnema realne, vsakdanje situacije, je
giuliana.jelovcan@pef.upr.si to za otroke dober zgled in predvsem močan motiv za učenje. Raziskava je teme-
ljila na možnosti povezovanja gibanja s področjema matematike in jezika. Prav
Barbara Baloh zato smo matematično in jezikovno vsebino spoznavali v igralnici in ju kasneje
Univerza na Primorskem na ustvarjalen, otrokom zanimiv način uspešno izpeljali preko 10 vodenih gibal-
barbara.baloh@pef.upr.si nih/športnih aktivnosti. Raziskovalni vzorec je temeljil na skupini otrok, starih od
5 do 6 let. V skupini je bilo 24 otrok, od tega 9 deklic in 15 dečkov. Preko gibal-
Sanela Mešinović nih/športnih aktivnosti so spoznavali in utrjevali predopismenjevalne in matema-
Univerza na Primorskem tične veščine, kot so geometrija, logika in jezik. Izvedene gibalne/športne aktiv-
sanela.mesinovic@pef.upr.si nosti smo ovrednotili in evalvirali s pomočjo opazovalnega lista skozi vsebine na-
ravnih oblik gibanja, atletske abecede, motorike z žogo in elementarnih iger. Pri
Zbornik povzetkov strokovne matematiki jim je največ težav povzročalo razlikovanje med geometrijskimi liki
konference Spodbujanje in telesi, kar je bilo tudi pričakovano. Jezikovne naloge otrokom niso povzročale
učinkovitega učenja, veliko težav. Preko njihovih odzivov je bilo opaziti, da jim je bila zelo všeč igra
Koper, 26. avgust 2020 glasovnega prepoznavanja. Ugotovili smo, da lahko vsa tri področja dejavnosti
(gibanje, matematiko in jezik) povezujemo v eni aktivnosti, če smo le odprti za
Abstracts of the Professional nove možnosti, ustvarjalni ter imamo radi izzive.
Conference Developing
Effective Learning, Ključne besede: predšolski otrok, gibalna/športna aktivnost, matematične in jezi-
Koper, 26 August 2020 kovne vsebine
Possibility of Integrating Motor Activities with Maths
and Language Activities
We can integrate different areas of activity in every planned or unplanned task.
Cross-curricular integration is important when planning our work, as it offers chil-
dren new activities that are both interesting and educational. As cross-curricular
integration imitates real, everyday situations, it sets a good example for children
and, above all, proves to be a strong motive for learning. The research was based
on the possibility of integrating motor activities with mathematics and language.
Our plan was for children to learn the chosen mathematical and language content
in the playroom and, later on, to implement them in practice through 10 guided
motor/sports activities in a creative, interesting way. The research sample was
based on a group of children aged 5 to 6 years of age. There were 24 children
in the group, of which 9 were girls and 15 were boys. Through the chosen mo-
tor/sports activities, the children learned and refreshed pre-literacy and mathe-
matical skills such as geometry, logic and language. The performed motor/sports
activities were assessed and evaluated on the observation form through natural
forms of movement, athletic alphabet, motor skills using a ball and elementary
games. In mathematics, most of the problems the children had were caused by
distinguishing between geometric figures and bodies, which had been expected.
Language activities did not cause many problems for the children. Through the
children’s responses, we noticed that they really liked the voice recognition game.
We found that all three areas of activity (movement, mathematics and language)
can be integrated in one integral task, as long as we are open to new possibilities,
if we are ready to be creative and if we like challenges.
Key words: preschool children, motor/sport activity, maths and language activi-
ties
https://doi.org/10.26493/978-961-293-002-8.25 25
Zavod sv. Stanislava
lara.zvokelj@gmail.com Povezovanje različnih področij dejavnosti srečujemo pri vsaki načrtovani ali ne-
načrtovani aktivnosti. Medpredmetno povezovanje je pomembno pri načrtova-
Giuliana Jelovčan nju dela, saj z njim otrokom ponudimo nove aktivnosti, ki so za njih zanimive in
Univerza na Primorskem poučne. Ker medpredmetno povezovanje posnema realne, vsakdanje situacije, je
giuliana.jelovcan@pef.upr.si to za otroke dober zgled in predvsem močan motiv za učenje. Raziskava je teme-
ljila na možnosti povezovanja gibanja s področjema matematike in jezika. Prav
Barbara Baloh zato smo matematično in jezikovno vsebino spoznavali v igralnici in ju kasneje
Univerza na Primorskem na ustvarjalen, otrokom zanimiv način uspešno izpeljali preko 10 vodenih gibal-
barbara.baloh@pef.upr.si nih/športnih aktivnosti. Raziskovalni vzorec je temeljil na skupini otrok, starih od
5 do 6 let. V skupini je bilo 24 otrok, od tega 9 deklic in 15 dečkov. Preko gibal-
Sanela Mešinović nih/športnih aktivnosti so spoznavali in utrjevali predopismenjevalne in matema-
Univerza na Primorskem tične veščine, kot so geometrija, logika in jezik. Izvedene gibalne/športne aktiv-
sanela.mesinovic@pef.upr.si nosti smo ovrednotili in evalvirali s pomočjo opazovalnega lista skozi vsebine na-
ravnih oblik gibanja, atletske abecede, motorike z žogo in elementarnih iger. Pri
Zbornik povzetkov strokovne matematiki jim je največ težav povzročalo razlikovanje med geometrijskimi liki
konference Spodbujanje in telesi, kar je bilo tudi pričakovano. Jezikovne naloge otrokom niso povzročale
učinkovitega učenja, veliko težav. Preko njihovih odzivov je bilo opaziti, da jim je bila zelo všeč igra
Koper, 26. avgust 2020 glasovnega prepoznavanja. Ugotovili smo, da lahko vsa tri področja dejavnosti
(gibanje, matematiko in jezik) povezujemo v eni aktivnosti, če smo le odprti za
Abstracts of the Professional nove možnosti, ustvarjalni ter imamo radi izzive.
Conference Developing
Effective Learning, Ključne besede: predšolski otrok, gibalna/športna aktivnost, matematične in jezi-
Koper, 26 August 2020 kovne vsebine
Possibility of Integrating Motor Activities with Maths
and Language Activities
We can integrate different areas of activity in every planned or unplanned task.
Cross-curricular integration is important when planning our work, as it offers chil-
dren new activities that are both interesting and educational. As cross-curricular
integration imitates real, everyday situations, it sets a good example for children
and, above all, proves to be a strong motive for learning. The research was based
on the possibility of integrating motor activities with mathematics and language.
Our plan was for children to learn the chosen mathematical and language content
in the playroom and, later on, to implement them in practice through 10 guided
motor/sports activities in a creative, interesting way. The research sample was
based on a group of children aged 5 to 6 years of age. There were 24 children
in the group, of which 9 were girls and 15 were boys. Through the chosen mo-
tor/sports activities, the children learned and refreshed pre-literacy and mathe-
matical skills such as geometry, logic and language. The performed motor/sports
activities were assessed and evaluated on the observation form through natural
forms of movement, athletic alphabet, motor skills using a ball and elementary
games. In mathematics, most of the problems the children had were caused by
distinguishing between geometric figures and bodies, which had been expected.
Language activities did not cause many problems for the children. Through the
children’s responses, we noticed that they really liked the voice recognition game.
We found that all three areas of activity (movement, mathematics and language)
can be integrated in one integral task, as long as we are open to new possibilities,
if we are ready to be creative and if we like challenges.
Key words: preschool children, motor/sport activity, maths and language activi-
ties
https://doi.org/10.26493/978-961-293-002-8.25 25
