Evaluation of the kindergarten teachers\u27 planning and performances of geometric activities in the preschool education

Magistrsko delo obravnava geometrijo, ki je matematična vsebina in se ukvarja s prostorskimi lastnostmi (proučevanjem prostora, oblik likov in teles). Geometrija nam pomaga razumeti prostor okoli nas. Pri spoznavanju in učenju geometrije v predšolskem obdobju so ključnega pomena prostorske predstave otroka. V magistrskem delu je obravnavana geometrija v predšolskem obdobju. Razvoj geometrijskih pojmov v predšolskem obdobju smo podkrepili s teorijo Jeana Piageta in teorijo Van Hiela. V delu so predstavljene raziskave s področja učenja geometrije, ki prikazujejo pomen zgodnjega učenja in spoznavanja vsebin iz geometrije. Predstavljena je vloga vzgojitelja pri načrtovanju, izvajanju in evalvaciji pisnih priprav v vrtcu. V delu so opredeljeni cilji in dejavnosti s področja geometrije iz Kurikuluma za vrtce, ki smo ga primerjali z vzgojnim programom iz leta 1979. V empiričnem delu magistrskega dela so prikazani rezultati raziskave anketnega vprašalnika, s katerim smo ugotavljali, kako vzgojitelji načrtujejo in izvajajo geometrijske dejavnosti v predšolskem obdobju in kakšna so njihova stališča o obravnavi vsebin iz geometrije. Namen raziskave je bil pridobiti čim boljši vpogled v načrtovanje in izvajanje geometrijskih dejavnosti v vrtcu. Zanimalo nas je, katera področja geometrije so največkrat vključena, s kakšnimi težavami se pri načrtovanju geometrijskih dejavnostih srečujejo vzgojitelji ter kakšna so njihova stališča o lastni strokovni in didaktični usposobljenosti za organiziranje dejavnosti na področju geometrije. Rezultati so pokazali, da vzgojitelji geometrijske dejavnosti sicer načrtujejo in izvajajo, vendar manj pogosto kot ostala matematična področja po Kurikulumu za vrtce. Področje geometrije je od sedmih področij matematike po Kurikulumu za vrtce šele na petem mestu po pogostosti načrtovanja in izvajanja. Rezultati so pokazali, da vzgojitelji najmanjkrat povežejo geometrijo s področjem družbe. Statistično pomembna razlika glede na starostni oddelek in izbrano temo s področja geometrije se je pokazala pri vključevanju področja geometrijskih teles, kjer jih v prvem starostnem obdobju pogosteje obravnavajo kot v drugem starostnem obdobju. Rezultati so pokazali, da večina vzgojiteljev ne vključuje otrok v načrtovanje dejavnosti s področja geometrije. Vzgojiteljem načrtovanje in izvajanje dejavnosti s področja geometrije ne predstavlja težav, saj so svoje znanje v večini ocenili kot dobro.The master’s thesis main field of focus is geometry, which is a mathematical field that deals with spatial properties (studying space and shapes of geometrical forms). Geometry allows us to understand the space around us. In the introduction and learning about geometry in the preschool period, the child\u27s spatial performance is fundamental. The master\u27s thesis deals with geometry in the preschool period. The development of geometric concepts in the preschool period was supported by the theory of Jean Piaget and the theory of Van Hiel. This paper presents research in the field of geometric learning, which shows the importance of early learning and getting to know the contents of geometry. The role of the kindergarten teacher in the planning, implementation and evaluation of written preparations in kindergarten is presented. The paper defines the goals and activities in the field of geometry from the Curriculum for Preschool Education, which we compared with the educational program from 1979. In the empirical part of the master\u27s thesis, the results of the survey questionnaire are presented, with which we determined how the kindergarten teacher’s plan and implement geometric activities in the preschool period and what their views are on the managing of geometry content. The purpose of the research was to obtain the best possible insight into the planning and implementation of geometric activities in the kindergarten. We were interested in which areas of geometry are most often included, what difficulties are encountered in the planning of geometric activities and what their views are on their own professional and didactical competence for organizing geometry activities. According to the Curriculum for Preschool Education, the results showed that kindergarten teachers plan and implement geometric activities, but less frequently than other mathematical activities. The field of geometry is included with the seven fields of mathematics that are stated in the Curriculum for Preschool Education, however, when it comes to the frequency of planning and implementation, geometry comes only in fifth place. The results showed that kindergarten teachers connect geometry to the field of society the least. A statistically significant difference with respect to the age section and the selected theme in the field of geometry has been shown in the integration of the geometric forms, where they are more frequently treated in the 1st age period than in the 2nd age period. The results showed that most kindergarten teachers do not include children in the planning of geometry activities. The majority of kindergarten teachers have no issues in planning and performing activities in the field of geometry, as they rated their own knowledge as being good