Priešmokyklinio amžiaus vaikų pažinimo kompetencijos ugdymas

LTPažinimo kompetencija suprantama kaip vaiko domėjimasis viskuo, kas yra aplink, gebėjimas sutelkti dėmesį, samprotauti, kritiškai mąstyti. Pažinimo kompetencija priešmokykliniame amžiuje ugdoma skatinant vaikus eksperimentuoti, atrasti, reflektuoti, vertinti, apibendrinti, iškylaujant, stebint, kuriant, žaidžiant. Atliktas tyrimas parodė: nors pedagogai teigia, kad kūrybiniai žaidimai yra labai svarbūs vaiko ugdymui/-si, tačiau kiek laiko vaikai gali laisvai žaisti grupėje lemia dienos ritmas, organizuota veikla. Pedagogai stengiasi informuoti tėvus apie žaidimų svarbą vaikui, tačiau tėvams svarbiausiai, ar priešmokyklinėje grupėje vaikas išmoks skaityti, rašyti, skaičiuoti, o socialiniams įgūdžiams pirmenybės neteikia. Kūrybinius žaidimus tėvai vertina kaip laisvalaikio praleidimo būdą, bet ne kaip ugdymo/-si metodą. Prasminiai žodžiai: pažinimo kompetencija, kūrybiniai žaidimai, ugdymasis. [Iš leidinio]

ENRelevance of the paper. Pre-school education is one of the first stages of education. Lifelong learning usually starts from this stage. Goal of pre-school education is to ensure child's personality development, to educate an active, selfconfident and with strong cognitive motivation child and to ensure his/her further education / learning at school. In present-day understanding, the goal of pre-school education is not just to teach children to read, write and count. It is development and fostering child's physical and psychical powers, positive social and emotional experience acquisition, cognitive motivation and creativity stimulation. Cognitive competence is child's ability to focus attention, understand, memorize, reason, solve problems, and think critically; ability to apply various ways of world understanding: observe, ask questions, experiment, forecast, look for information. One of the present strategies that are emphasized in science of education for cognitive competence education is educating children by using games, active activities. However, according to V. Babičienė (2005), parents of pre-primary aged children still hope that in this group the future firstgraders will be taught to read, write, count and don't understand that new knowledges can be gained differently - by using free creative games, experiments, discoveries. Aim of the paper: to examine development of pre-primary aged children's cognitive competence by creative games.Objectives of the paper: theoretically and practically justify development of pre-primary aged children's cognitive competence by creative games. Methods: analysis of scientific literature; survey (orally) - semi-structured interview. The results of research revealed that education process usually takes place in little groups or by individualizing activities according to a child's needs. Participants of the research say that they give priority to creativity games and emphasize that children's progress is more visible in educator's organized activities than in creative games. Educators are aware of the importance of creative games, but they don't specify them as an educational activity. Educators integrate games with the rules into creative games, but how much time children will have for free creative games depend on the organized activities. Educators try to inform parents about the importance of games for children, but parents still hope that in pre-school education groups children will learn to read, write and count, but they don't keep social abilities as a priority. Parents treat creative games as leisure activities, but not as a method of education / learning. Concerning contradiction of statements, it can be said that educators have a good understanding about how it should be, but in practice they don't always use it. [From the publication]