Development and learning in the first age group of kindergarten

Gibalni razvoj je v najzgodnejšem obdobju otroka zelo pomemben. Otroci preživijo v gibanju veliko več časa kot odrasli, kot dejavnost pa je gibanje povezano z vsemi področji Kurikula za vrtce (1999). V obdobju malčka je zelo intenziven tudi razvoj govora, pri čemer med otroki obstajajo precejšnje individualne razlike. Tretje področje, ki sem ga raziskovala v svojem diplomskem delu je igra, ki je prevladujoča dejavnost v zgodnjem otroštvu. Je osnovna metoda vzgojnega dela v vrtcu, ki spodbuja razvoj in učenje malčkov. V teoretičnem delu sem predstavila spoznanja o zgodnjem učenju malčkov, pomenu gibalnega razvoja, razvoju govora in igri malčkov. Poudarila sem pomen spodbudnega učnega okolja in vloge vzgojitelja pri zagotavljanju takega okolja in spodbujanju aktivnega učenja. V empiričnem delu sem uporabila metodo študije primera, in sicer prikaz in evalvacijo dejavnosti v skupini malčkov, v kateri sem sama izvajala vzgojno delo. Predstavila sem dejavnosti, ki so potekale od septembra do marca in katerih cilj je bil spodbujanje gibalnega razvoja otrok, razvoja govora in igre malčkov z nestrukturiranim materialom. Poudarila sem vlogo vzgojitelja, ki na podlagi teoretičnega znanja o otrokovem razvoju in opazovanja posameznih otrok v oddelku pripravi spodbudno učno okolje za igro, raziskovanje in učenje.Motor development is very important in the early stages of a child\u27s development. Children are much more active than adults and movement as an activity is connected with all fields of Kindergarten curriculum (1999). With toddlers, there is also an intense development of speech, but there are considerable differences among individuals. The third area that I have explored in this thesis is a play that is the dominant activity in early childhood. It is the basic method of educational work in a kindergarten, which promotes a toddler’s development and learning. In the theoretical part, I presented findings on early learning, the importance of the toddler’s motor development, language development and his play. I have emphasized the importance of a supportive learning environment and the role of the teacher in ensuring that kind of environment and in encouraging active learning. In the empirical part, I used the case study method, namely the display and evaluation of activities in a group of toddlers, in which I was carrying out educational work. I presented the activities that took place from September to March. The aim was to promote motor development of children, development of speech and the toddler’s play with non-structural material. I have emphasized the role of the teacher who, on the basis of theoretical knowledge of a child’s development and observation of individual children in a group, prepares a stimulating learning environment for play, exploration and learning