1,5 – 3 gadus vecu bērnu pašapkalpošanās prasmju sekmēšana pirmsskolas izglītības iestādē, izmantojot Montesori pedagoģijas darbības atkārtošanas principu
Date
2022
Authors
Gerika, Sindija
Journal Title
Journal ISSN
Volume Title
Publisher
Latvijas Universitāte
Abstract
Kvalifikācijas darba mērķis ir novērot un analizēt jaunākā pirmsskolas vecuma bērnu pašapkalpošanās prasmes un to sekmēšanu, izmantojot Montesori darbības atkārtošanas pedagoģisko principu. Kvalifikācijas darba teorētiskajā daļā autore analizē pašapkalpošanās prasmju raksturojumu (Bure, 1980), 1,5 – 3 gadus vecu bērnu pedagoģiski psiholoģisko raksturojumu (Lieģeniece, 1999; Upmane, 2011; Svence, 1999), Montesori pedagoģisko principu raksturojumu (Prudņikova, 2004; Helminga, 2006; Montessori, 1966) un Montesori pedagoģiskās pieejas organizēšanu un īstenošanu (Montesori – materiāli, 1993) Empīriskajā daļā autore novēro un analizē bērnu pašapkalpošanās prasmes jaunākajā pirmsskolas vecumā – tiek skatītas mazgāšanās, ēšanas, ģērbšanās un kārtības ievērošanas prasmes. Darba autore veic izmēģinājuma darbību bērnu pašapkalpošanās prasmju sekmēšanai, balstoties uz Montesori pedagoģijas darbības atkārtošanas principu un tā īstenošanu. Novērojumā secināts, ka Montesori pedagoģiskā darbības atkārtošanas principa izmantošana sekmē pašapkalpošanās prasmju attīstības sekmēšanu neilgā laika posmā, bet nepieciešams turpināt pašapkalpošanās prasmju sekmēšanu.
The aim of the qualification paper is to observe and analyze the development of self-care skills of the youngest pre-school children, using the principle of repetition of the exercise of Montessori pedagogy. In the theoretical part of the qualification paper, the author analyzes the characteristics of self-service skills (Bure, 1980), the pedagogical and psychological characteristics of 1.5 - 3-year-old children (Lieģeniece, 1999; Upmane, 2011; Svence, 1999), the characteristics of Montessori pedagogical principles (Prudnikova, 2004; Helming , 2006; Montessori, 1966) and the organization and implementation of the Montessori pedagogical approach (Montessori - Materials, 1993) In the empirical part, the author observes and analyzes children's self-care skills at the youngest preschool age – washing skills, eating skills, dressing and order compliance skills. The author of the paper carries out a pilot activity to promote children's self-care skills, based on the principle of repetition of the exercise of Montessori pedagogy and it’s implementation. The observation concludes that the application of the Montessori principle of pedagogical repetition contributes to the development of self-service skills in the short term, but that further development of self-service skills is needed.
The aim of the qualification paper is to observe and analyze the development of self-care skills of the youngest pre-school children, using the principle of repetition of the exercise of Montessori pedagogy. In the theoretical part of the qualification paper, the author analyzes the characteristics of self-service skills (Bure, 1980), the pedagogical and psychological characteristics of 1.5 - 3-year-old children (Lieģeniece, 1999; Upmane, 2011; Svence, 1999), the characteristics of Montessori pedagogical principles (Prudnikova, 2004; Helming , 2006; Montessori, 1966) and the organization and implementation of the Montessori pedagogical approach (Montessori - Materials, 1993) In the empirical part, the author observes and analyzes children's self-care skills at the youngest preschool age – washing skills, eating skills, dressing and order compliance skills. The author of the paper carries out a pilot activity to promote children's self-care skills, based on the principle of repetition of the exercise of Montessori pedagogy and it’s implementation. The observation concludes that the application of the Montessori principle of pedagogical repetition contributes to the development of self-service skills in the short term, but that further development of self-service skills is needed.
Description
Keywords
Pedagoģija , pirmsskola , pašapkalpošanās prasmes , Montesori pedagoģija , darbības atkārtošana , prasmju sekmēšana