Open AccessKONSTRUKTIVISTIČKI PRISTUP UČENJU DECE PREDŠKOLSKOG UZRASTA
Author(s) -
Jelena Evtimov,
J. Petrović
Publication year - 2021
Publication title -
godišnjak za pedagogiju
Language(s) - English
Resource type - Journals
ISSN - 1821-4770
DOI - 10.46630/gped.2.2021.6
Subject(s) - constructivism (international relations) , curiosity , psychology , period (music) , pedagogy , mathematics education , social constructivism , political science , social psychology , philosophy , international relations , politics , law , aesthetics
Constructivism, as a theory about learning and knowledge, is the subject of a large number of both theoretical and empirical researches. Views on the values of constructivism range from advocacy to refutation. What is characteristic of modern educational policy is the focus on productivity, activity and knowledge that will be applicable in real life circumstances. The basic idea of constructivism is based on these assumptions. In this paper, we deal with the question of why this approach is extremely important in early childhood. The preschool period is one of the most sensitive periods in development. It is characterized by numerous regularities and specifics, which should be followed within every program intended for the upbringing and education of children in the preschool period. Preschool children are characterized by curiosity, desire to learn, activity but also short-term maintenance of intentional attention, rapid fatigue and loss of interest in things that are familiar to them. Therefore, the constructivist approach in this period is very suitable, because it does not insist on imposing certain knowledge, but suggests an activity based on interests. The modern preschool institution has the task of providing children with a favorable social and material environment that will encourage development through activity and gaining experience and thus support the realization of their potential. Keywords: constructivism, preschool education, active learning.