Naravni materiali kot spodbuda za interakcijo v kombiniranem oddelku vrtca : diplomsko delo

Cvetanoska, Jasmina

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Title:	Naravni materiali kot spodbuda za interakcijo v kombiniranem oddelku vrtca : diplomsko delo
Authors:	ID Cvetanoska, Jasmina (Author) ID Golob, Nika (Mentor) More about this mentor...
Files:	VS_Cvetanoska_Jasmina_2026.pdf (4,02 MB) MD5: 8AF40AF399E3E9DDE099ADB816EBD6CB
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Otrok v predšolskem obdobju svet spoznava predvsem preko igre, neposrednih izkušenj in odnosov z drugimi otroki. V kombiniranem oddelku vrtca, kjer so skupaj otroci različnih starosti, se ob tem spontano razvijajo medsebojno učenje, sodelovanje in pomoč, ki jih naravno okolje še dodatno spodbuja. V teoretičnem delu smo predstavili zgodnje učenje naravoslovja, vlogo vzgojitelja pri naravoslovnih dejavnostih in značilnosti dela v kombiniranem oddelku vrtca ter predstavili doživljajsko pedagogiko s poudarkom na razvoju otrokovega opazovanja in naravoslovnih dejavnostih po Josephu Cornellu. V praktičnem delu smo ob igri podvajanje raziskovali, ali starejši otroci spontano nudijo pomoč mlajšim ter kakšen je vpliv okolja (gozd, igrišče, travnik) in ponovitve igre na uspešnost otrok in pogostost pomoči. Igro smo v vsakem okolju izvedli dvakrat. Rezultati so pokazali, da so bili otroci pri ponovitvi igre v vseh okoljih uspešnejši. Starejši otroci so mlajšim spontano nudili pomoč, njena pogostost pa se je razlikovala glede na okolje in ponovitev izvedbe. To potrjuje, da naravno okolje in ponavljanje dejavnosti pomembno vplivata na razvoj opazovanja, samostojnosti in interakcijo med otroki v kombiniranem oddelku vrtca, zato sklepamo, da predstavlja igra podvajanje dragoceno metodo doživljajske pedagogike v naravnem okolju.
Keywords:	igra podvajanje, doživljajska pedagogika, naravni materiali, kombiniran oddelek vrtca, interakcija med otroki
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	J. Cvetanoska
Year of publishing:	2026
Number of pages:	1 spletni vir (1 datoteka PDF (XII, 64 str.))
PID:	20.500.12556/DKUM-98641
UDC:	373.2.091.3:5(043.2)
COBISS.SI-ID:	287959811
Publication date in DKUM:	17.08.2026
Views:	296
Downloads:	13
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	26.06.2026

Secondary language

Language:	English
Title:	Natural materials as a stimulus for interaction in a mixed-aged kindergarten group
Abstract:	During the preschool period, children primarily explore and understand the world through play, direct experiences, and interactions with their peers. In mixed-age kindergarten groups, where children of different ages learn together, opportunities for peer learning, cooperation, and mutual support naturally emerge and are further encouraged by the natural environment. The theoretical part of this study presents early science learning, the role of preschool teachers in science-related activities, and the characteristics of educational work in mixed-age kindergarten groups. It also introduces experiential education, with a particular emphasis on developing children's observation skills and on nature-based activities, in line with Joseph Cornell's experiential learning approach. The empirical part of the study examines the Duplication learning activity, focusing on whether older children spontaneously assist younger peers, as well as the influence of different environments (forest, playground, and meadow) and repeated implementation of the activity on children's performance and the frequency of peer assistance. The activity was conducted twice in each environment. The results showed that children achieved better performance during the second implementation across all environments. Older children spontaneously supported younger children, while the frequency of assistance varied depending on the environment and whether the activity was repeated. These findings suggest that natural environments and repeated experiential activities play an important role in fostering observation skills, independence, and peer interaction in mixed-age kindergarten groups. It can therefore be concluded that the Duplication learning activity represents a valuable experiential education method for promoting learning and interaction in natural settings.
Keywords:	duplication learning activity, experiential education, natural materials, mixed-age kindergarten group, peer interaction

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