The importance of didactic toys in kindergarten educational process
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F20%3A63525903" target="_blank" >RIV/70883521:28150/20:63525903 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.1007/978-3-030-20135-7_21" target="_blank" >http://dx.doi.org/10.1007/978-3-030-20135-7_21</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/978-3-030-20135-7_21" target="_blank" >10.1007/978-3-030-20135-7_21</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The importance of didactic toys in kindergarten educational process
Popis výsledku v původním jazyce
The aim of this study is to identify preschool children’s strategies in choice and play with didactic toys. The research was based on participatory observation of children with the set of original didactic toys. In total, 77 children aged 2 to 6 years from four different kindergartens were observed, with children always in small groups. The data obtained in the form of video recordings and field notes was then transcribed and analyzed using qualitative methods. The results point out the teacher’s influence, usually determined what the toy serves or what task have to accomplished. We also point out the possible conditionality of the child’s interest in the toy. Findings highlights the child’s strategy in the play, especially the modification of the toy that arises just when the child has the opportunity to independently explore the toys. The importance is to support the didactic thinking of kindergarten’s teachers including pre-service teachers. © 2020, Springer Nature Switzerland AG.
Název v anglickém jazyce
The importance of didactic toys in kindergarten educational process
Popis výsledku anglicky
The aim of this study is to identify preschool children’s strategies in choice and play with didactic toys. The research was based on participatory observation of children with the set of original didactic toys. In total, 77 children aged 2 to 6 years from four different kindergartens were observed, with children always in small groups. The data obtained in the form of video recordings and field notes was then transcribed and analyzed using qualitative methods. The results point out the teacher’s influence, usually determined what the toy serves or what task have to accomplished. We also point out the possible conditionality of the child’s interest in the toy. Findings highlights the child’s strategy in the play, especially the modification of the toy that arises just when the child has the opportunity to independently explore the toys. The importance is to support the didactic thinking of kindergarten’s teachers including pre-service teachers. © 2020, Springer Nature Switzerland AG.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
Advances in Intelligent Systems and Computing
ISBN
978-3-030-20134-0
ISSN
2194-5357
e-ISSN
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Počet stran výsledku
8
Strana od-do
215-222
Název nakladatele
Springer Verlag
Místo vydání
Berlín
Místo konání akce
Washington D. C.
Datum konání akce
24. 7. 2019
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
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