Vpliv igre z nestrukturiranimi materiali na kognitivni razvoj predšolskega otroka
DOI:
https://doi.org/10.55707/ds-po.v41i2.226Ključne besede:
igra, nestrukturirani material, predšolski otroci, kognitivni razvoj, vzgojitelj, vrtecPovzetek
Prispevek obravnava igro v zgodnjem otroštvu kot osrednji mehanizem kognitivnega razvoja, ki je odvisen od vrste materialov, starosti in predznanja otrok, kakovosti socialnih interakcij ter značilnosti učnega okolja. Materiali niso zgolj ozadje, temveč pedagoške spodbude, ki usmerjajo vrsto, trajanje in globino vključenosti. Posebno vlogo imajo nestrukturirani (loose parts play) materiali, ki zaradi nepredpisane rabe spodbujajo načrtovanje, preizkušanje hipotez in prilagajanje strategij ter s tem razvoj izvršilnih funkcij, fleksibilnost mišljenja, prostorsko-jezikovne kompetence in vztrajnost pri reševanju problemov. Največji učinek dosegajo, kadar so umeščeni v pedagoško učno okolje »tretjega vzgojitelja« in podprti z vodeno igro, ki povezuje otroško radovednost s kurikularnimi cilji z odprtimi vprašanji, modeliranjem in postopnim umikanjem podpore. Igra hkrati krepi notranjo motivacijo, kar podpira dolgotrajno angažiranost in prenos znanja. Nestrukturirani materiali omogočajo razvojno ustrezno diferenciacijo brez stigmatizacije, saj isti nabor podpira več ravni zahtevnosti in ohranja sodelovalno učenje.
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