Lietpratības pieeja un caurviju prasmju īstenošana pirmsskolas pedagoģiskajā procesā: pedagoģiskā pieredze metodiskā materiāla „Mans kalendārs” izmantošanā

Abstract

Education is experiencing a major paradigm shift over the last 100 years, shifting from fact memorizing to learning practical application of this knowledge of facts, which means that in modern education the skills are at the forefront. The purpose of education is to prepare students for practical life or to promote their competence. A competent person is not only someone who knows perfectly how to use his knowledge, but who can take responsibility for his actions, can be creative, critical to thinking and analysing. Paradoxically, it is a relatively new paradigm in education – to move from memorizing information to critical evaluation, analysis and building new knowledge. Moreover, increasingly important form of cognition are becoming mutual cooperation and communication, in order to be able to implement it, increasingly important are becoming the transversal areas of study fields found in practical knowledge activities, respectively, they affect the content, format, methods used and other aspects of pedagogy (Iekalšanas laikmeta beigas 2015). National Center for Education highlights the importance of human skills, the ability to focus on and take independent decisions, attitude and a system of values based on personal characteristics, and is a motivating factor for action. In addition to basic skills in key areas of human activity, the application of skills and knowledge under different conditions, or interdisciplinary skills, is important in order to be able to focus. The implementation of innovative approaches depends on the professionalism of educators, determined by the identity of the teacher, which in turn includes the attitudes of the teacher to his work, to students, their parents and colleagues, to the development of education and society in general. Historical circumstances, politico-social orientation, the social political context, the education system adopted in the country sets out certain requirements for the professionalism and competence of the teacher (Lamote, Engels 2010). It is therefore legitimate that, when a teaching approach is changed, different teaching methods and didactic materials are applied, as well as new techniques for the use of materials already known. The calendar, as a time-gauge, has long been used as a method for working with the entire group in pre-school. However, the approach proposed in the article is fundamentally different from that generally accepted, since each child in the preschool group has his own personal calendar made by his parents. This material provides an excellent opportunity for each child to work independently with small details, to exercise fingers, to think, to make mistakes, to compare, to make decisions, to correct mistakes, to perceive signs aggregated, which is clearly an incentive for the development of speech and reading skills. In pre-school working with the “My Calendar” methodical material, the teacher is given the opportunity to use a practice-tested and implemented method of promoting children’s skills in all areas of learning, along with the development of transversal skills defined in the learning content. Therefore, the idea of integrating the specific interactive methodological material “My Calendar” into the pre-primary environment is proposed, where, by highlighting trends in new learning content, the development of transversal skills for pre-school children is targeted, and on the basis of methods tested in practice, the work of the teachers who will implement it is facilitated. This method highlights the freedom of each teacher to modify and adapt the methodological material to their intention, environment, capabilities, and to complement it creatively and improve it by maintaining the succession of tasks in line with child development.