Learning about geometrical solids, shapes and lines in pre-school education

Children meet with mathematics and geometry through their everyday activities at almost every step in their social environment. Therefore, it is of great importance to begin teaching them with an appropriate and adjusted contents (connected to mathematics and geometry) already early in kindergarten years. As children usually learn through own experiences, these should, together with previous knowledge, needs and interest of children, not only be considered by educators, but should also form a core of educational process. Geometry is an important sub-field of mathematics, which in general covers wide range of various contents. Children acquire experiences with solids, shapes and lines primarily trough play and other planned or unplanned activities. These should be constructed in such manner, that experienced are won by children in their own way. In contrast to Piaget, who was of opinion that learning of geometric concepts is gradual process and that age level is more important than experience, Van Hiele emphasized importance of children's experiences and manipulation of objects (a concept of learning geometry called 'geometry from the figure to the point' ) Van Hiele refused approach »from the point to the figure« (note: points, lines and forms first, later objects), because such approach is not in accordance with children experiences. In my planned practical work with children I used "from the figure to the point approach". In the empirical part of my diploma I presented my planned practical activities (games with little houses). In the period of one month children have got knowledge of characteristics of geometric solids, shapes, lines and gradually apply this knowledge from greater onto smaller dimensions. We first started with manipulation of three-dimensional objects (different bodies) and then later on continued with two-dimensional forms as lines. The children's advance in knowledge was visible, as I found with test of knowledge before and after my practical activities with children. Results of my research support my recognition (as an educator of small children in the future) that I will include mathematics and geometry systematically and in a planned way, not just spontaneously in the everyday activities in the kindergarten