{"id":12583,"date":"2023-09-10T20:37:23","date_gmt":"2023-09-10T17:37:23","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=12583"},"modified":"2023-09-18T07:52:50","modified_gmt":"2023-09-18T04:52:50","slug":"metode-activ-participative-in-invatamantul-prescolar","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/metode-activ-participative-in-invatamantul-prescolar","title":{"rendered":"Metode activ-participative \u00een \u00eenv\u0103\u021b\u0103m\u00e2ntul pre\u0219colar"},"content":{"rendered":"<p>Metodele activ-participative reprezint\u0103 ast\u0103zi o alternativ\u0103 la didactica tradi\u021bional\u0103 \u00een beneficiul copiilor \u0219i al nostru \u00een egal\u0103 m\u0103sur\u0103. Termenul de \u201eeduca\u021bie modern\u0103\u201d se poate traduce \u0219i prin \u201ea \u0219ti ce s\u0103 faci cu ce ai \u00eenv\u0103\u021bat\u201d. Deci reg\u00e2ndirea educa\u021biei formale se impune \u0219i ne oblig\u0103 s\u0103 schimb\u0103m rela\u021bia cu copiii \u0219i \u00eentre copii, promov\u00e2nd sprijinul reciproc \u0219i dialogul constructiv prin noi strategii pe care le propunem. Prin metodele activ-participative, copiii \u00ee\u0219i exerseaz\u0103 capacitatea de a selecta, combina, \u00eenv\u0103\u021ba lucruri de care vor avea nevoie \u00een via\u021ba de \u0219colar \u0219i de adult. Interactivitatea presupune at\u00e2t competi\u021bie c\u00e2t \u0219i activit\u0103\u021bi colaborative, \u00een cadrul c\u0103rora copilul coopereaz\u0103 cu ceilal\u021bi pentru atingerea unui \u021bel comun. <!--more--><\/p>\n<p>Utilizarea metodelor active \u0219i interactive \u00een gr\u0103dini\u021b\u0103 solicit\u0103 o anumit\u0103 adaptare. Voi exemplifica dou\u0103 metode \u0219i tehnici active \u0219i interactive utilizate cu succes \u00een activit\u0103\u021bi.<\/p>\n<p><strong>Metoda \u201eProiectul tematic\u201d<\/strong><\/p>\n<p>Metoda \u201eProiectul Tematic \u201c este\u00a0 o metod\u0103 intens \u0219i cu succes utilizat\u0103. Tema este stabilit\u0103 \u00een func\u021bie de preferin\u021bele \u0219i propunerile copiilor. Prin aceast\u0103 metod\u0103, copiii \u00ee\u0219i formeaz\u0103 unele deprinderi de munc\u0103 intelectual\u0103, \u00eenv\u0103\u021b\u00e2nd s\u0103-\u0219i formuleze probleme \u0219i s\u0103 caute singuri calea de a le rezolva.<\/p>\n<p>Astfel, pe durata a 5 s\u0103pt\u0103m\u00e2ni, am derulat proiectul tematic \u201e<em>Toamna harnic\u0103 \u0219i de roade harnic\u0103<\/em>\u201c, \u00een cadrul c\u0103ruia au fost implica\u021bi copii, parin\u021bi, bunici, educatoare. Subtemele proiectului au fost: \u201eDe vorb\u0103 cu Z\u00e2na Toamna\u201d; \u201eCo\u0219ul cu fructe de toamn\u0103\u201d; \u201eHora legumelor vesele\u201d; \u201eCoroni\u021ba cu flori de toamna\u201d; \u201eCarnavalul toamnei \u2013evaluarea proiectului\u201d. S-au str\u00e2ns materiale necesare activit\u0103\u021bii didactice cum ar fi: frunze de toamna, castane, fructe de toamna, legume de toamna, flori de toamna, c\u0103r\u021bi, atlase, reviste. S-au f\u0103cut plimb\u0103ri \u00een natur\u0103, vizite pentru realizarea obiectivelor, descoperiri la fa\u021ba locului. Totul s-a materializat \u00een fotografii, albume, expozi\u021bii, iar la final copiii au fost \u00eembr\u0103ca\u021bi \u00een fructe \u0219i legume de toamn\u0103 \u0219i au participat la Parada costumelor de toamn\u0103. Pre\u0219colarii au primit diplome.<\/p>\n<p>Avantajele metodei:<\/p>\n<ul>\n<li>Stimuleaz\u0103 opera\u021biile g\u00e2ndirii;<\/li>\n<li>Are la baz\u0103 \u00eenv\u0103\u021barea prin cooperare, iar responsabilit\u0103\u021bile sunt diferen\u021biate pe grupuri;<\/li>\n<li>Copiii se consult\u0103 \u00een toate etapele proiectului devenind parteneri \u00een rezolvarea problemelor;<\/li>\n<li>Proiectul este sus\u021binut (inclusiv material \u0219i financiar) de familie, sponsori, cadre didactice, \u00eentr-un efort colaborativ. Ace\u0219tia au ocazia s\u0103 se implice pe tot parcursul proiectului.<\/li>\n<\/ul>\n<p>Dezavantajele metodei:<\/p>\n<ul>\n<li>Este de lung\u0103 durat\u0103;<\/li>\n<li>Este costisitoare din punct de vedere material \u0219i financiar.<\/li>\n<\/ul>\n<p><strong>Metoda \u201eSchimb\u0103 perechea\u201d<\/strong><\/p>\n<p>Aceast\u0103 metod\u0103 este o metod\u0103 de predare-\u00eenv\u0103\u021bare interactiv\u0103 de grup care stimuleaz\u0103 comunicarea \u0219i rezolvarea de probleme prin lucrul \u00een perechi.<\/p>\n<p>Categoria de activitate: DOS-Activitate practic\u0103<br \/>\nTema: Crizantema (rulare-lipire)<br \/>\nMaterial : H\u00e2rtie creponat\u0103, past\u0103 de lipici, coli de desen.<br \/>\nSarcina didactic\u0103: S\u0103 ruleze buc\u0103\u021bi de h\u00e2rtie, s\u0103 lipeasc\u0103 buc\u0103\u021bile de h\u00e2rtie pe foile de desen, red\u00e2nd forma petalelor crizantemei.<\/p>\n<p>Desf\u0103\u0219urare: Li se transmite copiilor c\u0103 vor rula buc\u0103\u021bile de h\u00e2rtie primite sau vor lipi h\u00e2rtia rulat\u0103 red\u00e2nd forma unei crizanteme. Ei vor alege ce sarcin\u0103 vor s\u0103 \u00eendeplineasc\u0103, apoi se grupeaz\u0103 \u00een perechi (unul ruleaz\u0103 h\u00e2rtia creponat\u0103, iar altul lipe\u0219te h\u00e2rtia rulat\u0103, red\u00e2nd forma unei crizanteme). La un semnal al educatoarei, se schimb\u0103 perechea.<\/p>\n<p>Avantajele metodei:<\/p>\n<ul>\n<li>Dezvolt\u0103 inteligen\u021bele multiple;<\/li>\n<li>Stimuleaz\u0103 cooperarea \u0219i ajutorul reciproc;<\/li>\n<li>Stimuleaz\u0103 \u00eenv\u0103\u021barea \u00een perechi, activ\u00e2nd \u00eentregul colectiv.<\/li>\n<\/ul>\n<p>Dezavantajele metodei:<\/p>\n<ul>\n<li>\u00cei defavorizeaz\u0103 pe cei mai len\u021bi.<\/li>\n<\/ul>\n<p>Prin utilizarea unor asemenea metode se realizeaz\u0103 o implicare efectiv\u0103, activ\u0103 a copiilor \u00een procesul de \u00eenv\u0103\u021bare. Copiii devin con\u0219tien\u021bi de propria lor g\u00e2ndire, \u00ee\u0219i activizeaz\u0103 vocabularul, iar interesul \u0219i motiva\u021bia vor fi asigurate pe \u00eentregul parcurs al activit\u0103\u021bilor. Programa activit\u0103\u021bii instructiv-educative las\u0103 libertatea de a organiza c\u00e2t mai creativ \u0219i personalizat actul didactic. Fiecare cadru didactic \u00ee\u0219i alege propriul demers, personalizat, modern care s\u0103 fie compatibil cu stilul didactic, cu obiectivele \u0219i con\u021binuturile activit\u0103\u021bilor.<\/p>\n<p><em><strong>Bibliografie<\/strong><\/em><br \/>\nBreben S.,Gongea E., Ruiu G., Fulga M., <em>Metode interactive de grup. Ghid metodic<\/em> -Editura Arves, 2002.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Metodele activ-participative reprezint\u0103 ast\u0103zi o alternativ\u0103 la didactica tradi\u021bional\u0103 \u00een beneficiul copiilor \u0219i al nostru \u00een egal\u0103 m\u0103sur\u0103. Termenul de \u201eeduca\u021bie modern\u0103\u201d se poate traduce \u0219i prin \u201ea \u0219ti ce s\u0103 faci cu ce ai \u00eenv\u0103\u021bat\u201d. Deci reg\u00e2ndirea educa\u021biei formale &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/metode-activ-participative-in-invatamantul-prescolar\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[798,1704],"tags":[185],"class_list":["post-12583","post","type-post","status-publish","format-standard","hentry","category-invatamant-prescolar","category-mijloace-didactice","tag-nicoleta-risnoveanu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12583","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=12583"}],"version-history":[{"count":3,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12583\/revisions"}],"predecessor-version":[{"id":12630,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12583\/revisions\/12630"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=12583"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=12583"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=12583"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}