MS2-Activating methods in kindergarten and school

obligatory courses

During the course presents essential characteristics of the chosen methods of activating and set out the basic rules for their use in working with children in preschool and early school age. Students develop the ability of conscious and deliberate choice of activating methods to construct lesson plans that promote the comprehensive development of children and to stimulate the acquisition of learning skills.

Classroom

The purpose of this course is to present the essential features of the chosen methods of activating and defining the basic principles of their use in working with children in preschool and early school age. The course will present the method of stimulating the activity of social, linguistic, mathematical, natural, physical and musical arts and children aged 3-9 years. As a result of participation in the classes, students will be able to make a conscious and deliberate choice of activating methods to construct lesson plans that promote the comprehensive development of children and to stimulate the acquisition of learning skills.

The purpose of this course is to present the essential features of the chosen methods of activating and defining the basic principles of their use in working with children in preschool and early school age. During the course of work will be selected forms of pedagogy used in a fun, team learning for student and the fostering of positive interpersonal relations in the group. Students will also learn how to shape children's communicative competence in the course of the discussion group, will be analyzed the advantages and limitations of each method. Another issue is activating themed children's literature in education, both in terms of working with poetic lyrics and prose. A large part of the course is focused on the problems of developing one of the key competencies for education, namely, creative thinking, students will look at, among others the process of constructing stories for children, creating poetry, classical art workouts. During the program there will also be references to science - will feature a variety of educational games and activities to facilitate the acquisition of mathematical concepts and perfecting technique and the method of accounting and metaplan project, aimed at shaping the concepts of natural and environmental attitudes. Drama and theater as a way to support the children's comprehensive development proposals close thematic subject. As a result of participation in the classes, students will be able to make a conscious and deliberate choice of activating methods for constructing scenarios of activities for children in preschool and early school age.

J. Krzyżewska, Aktywizujące metody w edukacji wczesnoszkolnej, AU OMEGA, cz.1 1998, cz.2 2000

K. Pankowska, Edukacja przez dramę, WSiP, Warszawa1997

M. Pisarski, Matematyka dla naszych dzieci, Wydawnictwo „ECERI”, Warszawa 1992

K. Rau, E. Ziętkiewicz, Jak aktywizować uczniów. „Burza mózgów” i inne techniki w edukacji, Oficyna Wydawnicza G&P, Poznań 2000

G. Reichel, R. Rabenstein, M. Thanhoffer, Grupa i ruch, CAK, Warszawa 1997

E. Rudnik, A. Moszyńska, B. Owczarska, Ja i mój uczeń pracujemy aktywnie, Zakład Wydawniczy SFS, Kielce 2000

K. J. Szmidt, Porządek i przygoda. Lekcje twórczości, WSiP, Warszawa 1997

Knowledge:

 student defines the term - a method of activating,

 lists and has chosen methods of stimulating the activity of social, linguistic, mathematical, natural, physical and musical arts and preschool children and early

 evaluate the methods in the context of the objectives of education in the kindergarten and school capacities and developmental needs of children, knowingly and intentionally selects the method of activating the work of children in kindergarten and school,

 designing learning situations based on box model of education.

Skills:

 student is able to use various methods of working with the child, using various means of expression and stimulates its disclosure in the spontaneous activity of children,

 consciously and deliberately chooses activating methods to design classes with reference to the purpose of primary education and the first stage of training and development opportunities and needs of children.

Social competence:

 able to interact and work in a group, taking in her various roles,

 is ready to teach classes and perform tasks in preschool education and school in a fair and responsible manner,

 evaluates its competence in the field of education of children in preschool and early

 is aware of the need to individualize teaching interactions for children in preschool and early.

Point evaluation are the following student: attendance and class participation, description of five independently refined methods of activating. Obtained, the total number of points a student compares with the given scale.