Spontaneous strategies of preschool children in length measurement

V teoretičnem delu diplomskega dela smo opredelili, kaj matematika je in zakaj je pomembna za predšolske otroke. Opisano je tudi učenje matematike skozi igro, saj je naloga nas odraslih, da skozi igrivost in prijetnost matematiko predstavljamo otrokom. Predstavljeno je področje matematike v kurikulumu za vrtce, vloga vzgojiteljic pri načrtovanju le-teh dejavnosti in sodelovanje med starši in vzgojitelji. Nato je podrobneje opisano področje merjenja, ki se osredotoča na merjenje dolžine. Predstavljeni so koncepti merjenja dolžine, standardne in nestandardne merske enote in seveda napake, ki se pripetijo pri merjenju. Poznamo različne strategije merjenja in veliko različnih merskih pripomočkov, ki nas spremljajo v vsakdanjem življenju. Kako otroci razumejo merjenje in merske pripomočke, smo preverili s predstavljeno raziskavo. Namen naše raziskave, je bilo ugotoviti, kako predšolski otroci uporabijo spontane strategije pri realizaciji merskih nalog s pomočjo določenih merskih pripomočkov in koliko so pri tem uspešni. Vsak izmed otrok je dobil 7 nalog merjenja, pri katerih je moral z določenim pripomočkom izmeriti predmet na fotografiji. V raziskavi je sodelovalo 22 otrok iz vrtca Šentjur, enota Ponikva, ki so bili stari od 5 let in 3 mesece do 6 let in 4 mesecev. S pomočjo zbranih podatkov smo ugotovili, da so otroci uporabljali različne strategije merjenja. Najuspešnejši so bili pri reševanju naloge merjenja ceste s sponkami. Med najmanj uspešnimi nalogami sta bili nalogi merjenja okvirja s kockami in vrvico.In the theoretical part of the thesis, we defined what mathematics is and why it is important for pre-school children. Learning of mathematics through play is also described, because it is the duty of us adults to introduce mathematics to children through playfulness and cosiness. The field of mathematics in the curriculum for kindergartens is presented, the role of educators in the planning of these activities in cooperation between parents and educators. Then, measurment area is described in more detail, focusing on length measurement. The concepts of length measurement, standard in non-standard measurement units and, of course, errors arising in the measurement are presented. We know a variety of measurement strategies and a large number of different measurement tools that accompany us in our everyday life. In the presented research, we tested how children understand measurement and measuring tools. The purpose of our research was to find out how preschool children use spontaneous strategies in the implementation of measurement tasks with the help of certain measuring tools and how successful they are. Each of the children got 7 tasks in which he or she needed to measure the subject in the photo with a certain gadget. The research involved 22 children from the kindergarten Šentjur, a unit in Ponikva, who were 5 years and 3 months to 6 years in 4 months old. With the help of data collected, we found that children use different measurement strategies. They were most successful in solving the task involving measuring the road with staples. Among least successful were tasks that included frame measuring with blocks and frame measuring with a string