POČETNI MATEMATIČKI POJMOVI KROZ UPOZNAVANjE OKOLINE

Abstract

Considering the fact that a kindergarten teacher is the only person in charge of the whole teaching process and therefore he/she has insight into children’s prior knowledge, possibilities and achievements, using directed activities in teaching is particularly suitable for the integrative approach. Children’s environment is an inexhaustible source of knowledge, impressions, emotions and experiences. It encourages children to constantly enrich their knowledge and experiences, to explore, discover and develop their thinking and competences. Children should become familiar with the characteristics of objects and phenomena from their surroundings using the activities such as observing, comparing, practical work, testing hypothesis, playing constructive games. Given that children consider their environment in an integrative and synthetic way, as being a unique entity, the interdisciplinary approach in teaching Environmental Education offers different ways of correlating and integrating different subjects. This paper presents and analyses the possibilities of planning and organizing directed activities, proposed by Methodology of Environmental Education and Methodology of Teaching Basic Mathematics Concepts, which include the integrative approach and correlation; the activities are illustrated with some concrete examples of teaching activities. It has been proved that integrative approach in teaching contributes to acquiring knowledge and developing both children’s and teachers’ thinking ability, creativity, physical, conative and social competences.