The role of the educator in active learning of the children

Na podlagi enomesečnega projekta v vrtcu v diplomskem delu predstavljam, raziskovanje zaprtega tipa. Diplomsko delo sestavljata teoretični in empirični del. V teoretičnem delu sem predstavila definicijo učenja, aktivno učenje, projektno delo ter raziskovanje kot način učenja. Opisala sem tudi vlogo vzgojiteljice ter značilnosti spodbudnega učnega okolja. V empiričnem delu pa sem predstavila projekt Družina. Temelji na načelih učenja z raziskovanjem. Zanimala me je vloga vzgojiteljice pri raziskovanju. Kako lahko otroke aktivno vključim v proces raziskovanja in ves čas ohranjam njihovo radovednost in željo po raziskovanju ter kakšne so prednosti in slabosti takšnega načina učenja. Ugotovila sem, da je učenje z raziskovanjem veliko bolj učinkovito za pridobitev trajnega znanja, saj si otroci več zapomnijo, ga je pa težko načrtovati saj so želje in vprašanja otrok ves čas v teku spreminjanja. Ves čas so bili motivirani za sodelovanje in raziskovanje, hkrati pa so se počutili pomembne in odgovorne za izvedene dejavnosti, saj so bile upoštevane njihove želje. Vzdušje je bilo prijetno, sodelovali so tudi tisti, ki imajo navadno težave z izražanjem in vključevanjem.Based on a one-month project in kindergarten, in the diploma work I present, closed-type research. The diploma thesis consists of a theoretical and an empirical part. In the theoretical part, I presented the definition of learning, active learning, project work and research as a way of learning. I also described the role of the educator and the characteristics of a stimulating learning environment. In the empirical part, I presented the Family project. It is based on the principles of learning through research. I was interested in the role of the educator in research. How can I actively involve children in the research process and keep their curiosity and desire to explore all the time, and what are the advantages and disadvantages of this way of learning. I have found that learning through research is much more effective in gaining lasting knowledge as children remember more, but it is difficult to plan as children’s desires and questions are constantly changing. They were motivated to cooperate and research all the time, and at the same time they felt important and responsible for the activities carried out, as their wishes were taken into account. The atmosphere was pleasant, and those who usually have difficulty expressing and integrating also took part