Ikimokyklinio amžiaus vaikų kompetencijų ugdymas netradicinėse aplinkose

LTStraipsnyje apibendrinami teiginiai, kad ugdant šiuolaikinius Z kartos vaikus pedagogas turi gebėti kūrybiškai prisitaikyti prie vaiko poreikių. Šiandien vaikai, jų poreikiai ir patirtis yra kitokie, negu suaugusiųjų vaikystėje. Pedagogui kyla uždavinys kurti situacijas ir aplinkas atitinkančias ugdytinio poreikius. Lietuvos pažangos strategijoje "Lietuva 2030" teigiama, kad kūrybingumą ugdančioje erdvėje užaugęs ir gyvenantis žmogus, gebės kurti ir būti sumanios visuomenės dalis. Išsiaiškinus ugdytinių poreikius, išanalizavus tėvų anketų duomenis, buvo pastebėta, kad sukurta kūrybiška natūrali gamtinė aplinka skatina vaikus judėti, tyrinėti, kurti, eksperimentuoti, aktyviai ir kūrybiškai veikti, būti atsakingiems t.y. skleistis visoms vaikų kompetencijoms. Šios kartos vaikai auga informacinių technologijų apsuptyje. Galime teigti, kad informacinės technologijos yra pažengusios į priekį, todėl pedagogui tenka ieškoti netradicinių mokymo metodų. Būtinas pedagogo supratingumas organizuojant ugdymą, orientuotą į šiuolaikinius poreikius atitinkančius vaiko kompetencijų ugdymą. Išnaudojant vaikystės teikiamus pranašumus reikalinga ir vaiko smalsumą, norą tyrinėti, pažinti, eksperimentuoti, atrasti skatinanti aplinka. Prasminiai žodžiai: kompetencijų ugdymas, netradicinės aplinkos, bendradarbiavimas.

ENThe paper is based on the study "The development of modern learning environment and the use of outdoor space in the educational process", which was carried out at Kaunas nursery-kindergarten "Pasaka". The study involved 198 children in pre-school and pre-primary age groups. The methods of parents' survey and conversation with children were used for the purposes of this study. Age of examined children varied from 3 to 7 years. Parents' questionnaire was compiled in order to find out their opinion on what are the favorite outdoor games of their children, preferred game places in the yard of the kindergarten, what playing tools are chosen more often. Parents of children from 12 kindergarten groups were interviewed. From 208 distributed questionnaires, 98 were returned with answers. The survey data revealed that 97% of children like to stay and be educated in outdoor environment. According to these results, the kindergarten seeks to educate children in the non-traditional environments, involving all their senses for exploration of nature. The knowledge of the natural environment is one of the most acceptable ways to satisfy the curiosity of the child, to form his social skills, to develop the competences in health care, cognition and artistic training. Children are happy and very engaged in everything, what they are learning outdoors. As it was discovered in the study, children are always willing to be outdoors, because they like not only to play, but also to learn, do sports, discover, explore, create in the nature.The results of the study also demonstrate, that, in warm season, playing with the sand is favorite activity for 22 % of children and, in winter time, 16%of children love to build snow structures. It supports the idea, that children like creative activities. Agreeing with these results, the institution strives to integrate the creativity in all the competences: social, communicative, cognitive, health care and artistic training. The creativity is stimulated by implementing non-traditional ideas of children and pedagogues, together with acting in non-traditional spaces, unconventional thinking and behavior. This paper highlights the importance of education in non-traditional - outdoor environment, along with activities in groups, classrooms, and the hall. This model is applied in the nursery-kindergarten "Pasaka". It is also attempted to show the significance of the integral link of all five educational competences in the overall development of the child. All the competences are stimulated by children acting in the natural and purposefully created non-traditional environment, through educational trips, trips to the field, outdoor games. Keywords: development of competencies, non-traditional spaces, cooperation.