Mathematics in the curriculum and in the Reggio Emilia aproach

Kurikulum za vrtce je začrtal smernice koncepta predšolske vzgoje v slovenskih vrtcih. V njem je zastopano šest glavnih področij, med katere sodi tudi področje matematike. V nekaterih vrtci po Sloveniji se v delo vnaša tudi elemente koncepta Reggio,Emilia. Pri tem konceptu je osrednja dejavnost umetnost. Likovno ustvarjanje predstavlja orodje za konstruiranje mišljenja in čustvovanja v kontekstu celovitega poučevanja in učenja. Področje matematike ni opredeljeno kot samostojno področje. Diplomska naloga predstavlja oba pedagoška koncepta: Kurikulum za vrtce in koncept Reggio Emilia. Teoretični del zajema opis Kurikula za javne vrtce in koncepta Reggio Emilia. Vključuje odgovore na vprašanja, kateri so ključni dejavniki posameznega koncepta, kako je zastopano področje matematike, kakšna je vloga odraslega in kakšna vloga otroka. Empirični del predstavlja izvedene dejavnosti v javnem vrtcu, skozi katere smo uresničevali cilje kurikula s področja matematike preko elementov Reggio Emilia. Konkretni primeri so bili izvedeni v skupini otrok, starih od 4–6 let. Namen naloge je bil izpeljati dejavnosti z upoštevanjem elementov iz Reggio Emilia in hkrati doseči cilje iz kurikula.The kindergarten curriculum has outlined guidelines of the concept of pre-school education in Slovenian kindergartens. It represents six main areas, which include also the field of mathematics. In some Slovenian kindergartens also elements of the Reggio Emilia approach are integrated. In this approach the core activity is art. Artistic creation represents a tool for the formation of thinking and feeling in the context of comprehensive teaching and learning. Mathematics is not defined as an independent field. This thesis presents both pedagogical concepts: the curriculum for kindergartens and the Reggio Emilia approach. The theoretical part includes the description of the curriculum for public kindergartens and of the Reggio Emilia approach. It includes answers to questions: which are the key factors of the individual concept, how the field of mathematics is represented, what the role of the adult is, and what the role of the child. The empirical part describes activities carried out in the public kindergarten, through which the objectives of the mathematics curriculum were implemented by the use of elements of the Reggio Emilia approach. Concrete examples were carried out in a group of children aged between 4 and 6 years. The purpose was to carry out activities by including elements of the Reggio Emilia approach and at the same time to achieve objectives of the curriculum