{"id":16584,"date":"2018-12-07T00:00:00","date_gmt":"2018-12-07T00:00:00","guid":{"rendered":"https:\/\/novakdjokovicfoundation.org\/lekcije-iz-geometrije-ili-igranje-kockicama-u-cemu-je-svrha-obdanista\/"},"modified":"2023-03-20T16:57:05","modified_gmt":"2023-03-20T16:57:05","slug":"lekcije-iz-geometrije-ili-igranje-kockicama-u-cemu-je-svrha-obdanista","status":"publish","type":"post","link":"https:\/\/novakdjokovicfoundation.org\/sr\/lekcije-iz-geometrije-ili-igranje-kockicama-u-cemu-je-svrha-obdanista\/","title":{"rendered":"Lekcije iz geometrije ili igranje kockicama \u2013 u \u010demu je svrha obdani\u0161ta?"},"content":{"rendered":"

U dana\u0161nje vreme u nekim vrti\u0107ima deca uzrasta od tri do pet godina ve\u0107 po\u010dinju da se pripremaju za \u0161kolu. Modeli i programi ranog obrazovanja koje novije studije pokazuju, smatraju\u0107i ih efektnijim, ipak ne nailaze na sveop\u0161tu podr\u0161ku javnosti.<\/i><\/strong><\/p>\n

Grupa dece u \u0161koli Woodside Community u Kvinsu pa\u017eljivo slu\u0161a svog edukatora koja im preko projektora pokazuje razli\u010dite oblike. Ovakav prizor se na prvi pogled ni po \u010demu ne razlikuje od \u0161kolskog \u010dasa iz matematike na kojem se obra\u0111uju osnove iz geometrije, osim jednog va\u017enog detalja: \u201epubliku\u201c ne \u010dine u\u010denici u \u0161kolskim klupama, ve\u0107 mali\u0161ani vrti\u0107kog uzrasta koji sede jedan do drugog na \u0161arenom, mekanom tepihu.<\/span><\/p>\n

Njihova vaspita\u010dica E\u0161li Rzonca<\/a> postavlja pitanje: \u201eKako znam da je ovo kvadrat?\u201c<\/em> De\u010dak koji je zapamtio ono \u0161to su u\u010dili prethodnog puta podi\u017ee ruku. \u201eTo je kvadrat zato \u0161to ima \u010detiri jednake stranice\u201c<\/em>, glasi njegov odgovor.<\/span><\/p>\n

Sve vi\u0161e dece u ranom uzrastu, poput ovih mali\u0161ana, susre\u0107e se sa formalnim lekcijama iz matematike, \u010ditanja i pisanja, \u0161to je izazvalo zabrinutost stru\u010dnjaka za obrazovanje kao i upla\u0161enost roditelja koji smatraju da tako mala deca treba da se igraju kockicama, umesto da mirno sede dok im vaspita\u010d obja\u0161njava kako da prepoznaju razli\u010dite geometrijske oblike.<\/strong><\/p>\n

 <\/p>\n

Rezultati istra\u017eivanja<\/b><\/h2>\n

Nova ameri\u010dka nacionalna studija<\/a> ukazuje na to da vrti\u0107i koji ne \u201ehrane\u201c u dovoljnoj meri svoj nastavni plan i program, deci ne \u010dine uslugu. Ovakvo istra\u017eivanje privuklo je pa\u017enju roditelja i izazvalo ve\u0107e interesovanje za dalje prou\u010davanje ranog obrazovanja. <\/span><\/p>\n

Studija pokazuje da su deca koja su godinu dana poha\u0111ala \u201eakademski orijentisan\u201c vrti\u0107 do kraja pred\u0161kolskog vi\u0161e napredovala u obrazovnom smislu od vr\u0161njaka koji su i\u0161li u manje akademski usmerena obdani\u0161ta, odnosno da su u proseku bila dva i po meseca ispred njih po znanju u vezi sa \u010ditanjem, pisanjem i osnovnim pojmovima iz matematike.<\/span><\/p>\n

\u201eMo\u017eda nije dovoljno da se deca samo preru\u0161avaju u razli\u010dite likove iz crtanih filmova i sklapaju lego kockice\u201c<\/em>, smatra Brus Fuler, vode\u0107i autor ove studije, koju su sproveli istra\u017eiva\u010di sa Univerziteta Kalifornija u Berkliju. \u201eUkoliko kreativnu igru za\u010dinite bogatim vokabularom i matemati\u010dkim konceptima, vi\u0161e je verovatno da \u0107e deca ostvariti kognitivne koristi koje smo uo\u010dili.\u201c<\/em><\/span><\/p>\n

Novi talas vrti\u0107a omogu\u0107ava mali\u0161anima i vreme za igru iako je njihov glavni cilj \u201eakademska priprema za pred\u0161kolsko\u201c, dok bi studija mogla dodatno da osna\u017ei kreatore politike koji \u017eele na nastave u tom pravcu.<\/span><\/p>\n

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Copyright: Lordn<\/p><\/div>\n

Dodatna otkri\u0107a studije i kako drugi eksperti gledaju na akademske vrti\u0107e<\/b><\/h2>\n

Veliki broj fakultetski obrazovanih ljudi oprezno reaguje na akademska obdani\u0161ta i izra\u017eava zabrinutost da \u0107e ona istisnuti ljubav prema u\u010denju pre nego \u0161to deca prerastu period \u201edr\u017eanja za ruke\u201c.<\/span><\/p>\n

Neki od stru\u010dnjaka za de\u010dji razvoj pitaju se da li je cilj novih vrti\u0107a \u2013 u\u010diti mali\u0161ane da \u010ditaju i re\u0161avaju jednostavne matemati\u010dke probleme do kraja pred\u0161kolskog \u2013 ispravan, kao i da li bi on mogao da umanji zna\u010daj socijalizacije, po kojoj su pred\u0161kolske ustanove poznate.<\/span><\/p>\n

\u201eProblem je u tome \u0161to takvo u\u010denje obi\u010dno prati velika koli\u010dina stresa i zamora sa kojima se mali\u0161ani suo\u010davaju\u201c<\/em>, izjavila je D\u017eoan Almon, stru\u010dnjak za u\u010denje bazirano na igri ispred pokreta Alijansa za detinjstvo.<\/span><\/p>\n

Svesni pomenute zabrinutosti, istra\u017eiva\u010di Berkli studije objavljene u \u010casopisu za primenjenu razvojnu psihologiju<\/a> ocenjivali su pona\u0161anje dece na osnovu intervjua sa njihovim roditeljima. Tako su otkrili da poha\u0111anje vi\u0161e akademskih programa nije na\u0161kodilo socijalnom i emocionalnom razvoju najmla\u0111ih. Osim toga, studija je tako\u0111e potvrdila da su od takvih programa podjednako imala koristi deca iz siroma\u0161nih porodica i porodica koje pripadaju srednjoj klasi.<\/span><\/p>\n

Ideja takvih obrazovnih mogu\u0107nosti je da nadoknade nedostatak brige i intelektualne stimulacije mali\u0161ana kod ku\u0107e iz prve grupe u pore\u0111enju sa decom obrazovanijih roditelja koja ih imaju na pretek.<\/span><\/p>\n

Studija je ipak pokazala odre\u0111ena ograni\u010denja. Ona je decu pratila relativno kratko vreme, dok je ostalo nejasno da li \u0107e prednosti akademskih vrti\u0107a opstati i po zavr\u0161etku pred\u0161kolskog. Prethodna istra\u017eivanja su pokazala razo\u010daravaju\u0107i efekat \u201ei\u0161\u010dezavanja\u201c, prema kojem se akademske dobiti u ranom uzrastu vremenom gube, \u0161to je ote\u017eavalo postizanje jednog od osnovnih ciljeva dr\u017eavnih obdani\u0161ta \u2013 brisanje jaza izme\u0111u postignu\u0107a u\u010denika iz siroma\u0161nih porodica i onih \u010dije porodice pripadaju srednjoj klasi.<\/span><\/p>\n

Studija je definisala \u201eakademski orijentisane\u201c vrti\u0107ke programe kao one u kojima su vaspita\u010di navodili da tokom radne nedelje \u010desto sa decom razgovaraju o novom vokabularu, poma\u017eu im da broje naglas kao i da procene i ka\u017eu koliko je sati. \u010cinjenica koja se \u010desto zanemaruje je da ovakve programe ne \u010dine samo lekcije kroz koje deca ranog uzrasta u\u010de brojeve i slova. One ukupno traju dva sata dnevno i podeljene su na manje celine izme\u0111u kojih sledi vreme za odmor i igru.<\/span><\/p>\n

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Copyright: Milica Nistoran<\/p><\/div>\n

Alternativna re\u0161enja<\/b><\/h2>\n

Neke od metoda ranog obrazovanja uspe\u0161no kombinuju pripremu dece za akademsko u\u010denje sa zabavnim i kreativnim aktivnostima i dru\u017eenjem. U Montesori vrti\u0107ima mali\u0161ani su ve\u0107i deo dana posve\u0107eni aktivnostima po slobodnom izboru, poput slikanja ili sortiranja \u0161arenih perli. Vaspita\u010di obi\u010dno ne predaju na standardan na\u010din, iako uvode akademske koncepte pozivanjem dece da u\u010destvuju u lekcijama koje obuhvataju teme iz biologije, istorije i umetnosti, kroz interakciju jedan na jedan ili rad u manjim grupama. Osim privatnih, i neke dr\u017eavne pred\u0161kolske ustanove u Americi primenjuju Montesori program.<\/span><\/p>\n

Istra\u017eiva\u010d Brus Fuler isti\u010de da bi pa\u017eljivo osmi\u0161ljen rad sa decom u Montesori u\u010dionicama mogao da obuhvati efikasnu nastavnu praksu koju je njegova studija identifikovala.<\/span><\/p>\n

\u201eNa ovaj na\u010din \u017eelimo da pru\u017eimo podr\u0161ku dobrom roditeljstvu. Nastojimo da podstaknemo mali\u0161ane da razgovaraju kada do\u0111e do konflikta. Kada pe\u010demo kola\u010d, deci je interesantno da odmere pola \u0161olje bra\u0161na. Nema previ\u0161e instrukcija, ve\u0107 uvodimo nova znanja i bogat vokabular.\u201c<\/span><\/em><\/p>\n

 <\/p>\n

Kakve su reakcije roditelja?<\/b><\/h2>\n

Po re\u010dima jedne mame, odluka da njeni sinovi poha\u0111aju Montesori program proiza\u0161la je iz njene \u017eelje da svojoj deci omogu\u0107i boravak u stimulativnom vrti\u0107kom okru\u017eenju koje je istovremeno \u201ene\u017eno\u201c prema najmla\u0111ima.<\/span><\/p>\n

Druge roditelje raduje kada kod svoje dece uo\u010de znake ve\u0107e nezavisnosti, od samostalnog vezivanja pertli i zakop\u010davanja jakne do zarezivanja olovke i crtanja. Njih ne brine da li je njihovim mali\u0161anima potrebno vi\u0161e vremena da nau\u010de da \u010ditaju u tom uzrastu, sve dok napreduju na ostalim poljima.<\/span><\/p>\n

Stru\u010dnjaci za obrazovanje ipak veruju da se akademsko u\u010denje i igra ne nalaze na suprotnim krajevima spektra, ve\u0107 da se u dobrim u\u010dionicama prepli\u0107u.<\/strong><\/p>\n

Kona\u010dno, kvalitet nije samo pitanje nastavnog plana i programa ve\u0107 se odnosi i na edukatore koji provode vreme sa decom i sa njima dele mnogo stvari. Stvaranje stimulativnog okru\u017eenja je njihova odgovornost, bilo da se radi o igri, brojanju, crtanju ili pisanju.<\/strong><\/p>\n

\n

 <\/p>\n

 <\/p>\n

Da li ste i\u0161li u vrti\u0107, u kom uzrastu i kakve uspomene nosite iz tog perioda?\u00c2\u00a0<\/span><\/i>\u010cega je bilo vi\u0161e \u2013 igre ili formalnog, akademskog u\u010denja?\u00c2\u00a0<\/span><\/i>Da li mislite da bi vrti\u0107i trebalo da uklju\u010de akademski trening ili su aktivnosti socijalizacije sasvim dovoljne?<\/span><\/i><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

U dana\u0161nje vreme u nekim vrti\u0107ima deca uzrasta od tri do pet godina ve\u0107 po\u010dinju da se pripremaju za \u0161kolu. 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