Page 298 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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ja M. Maričić and Mirjana M. Stakić
all of which helps children understand mathematical ideas and concepts.
In addition, literary content for children also creates a context for solving
problems which are then translated to the domain of mathematics, whereas
children are additionally encouraged to actively participate in problem solv-
ing, because mathematical context is pushed in the background. This man-
ner of organising activities in preschool education allows children to expe-
rience mathematics as part of their everyday lives, not just as an abstract
and isolated subject, which helps stimulate their interest in mathematics
and their understanding of it. Literary content for children motivates stu-
dents to learn by providing a meaningful context for mathematics, celebrates
mathematics as a language, demonstrates that mathematics develops out
of human experiences, fosters the development of number sense and inte-
grates mathematics into other curriculum areas (Whitin and Wilde 1992). It
represents the ‘basis’ for activities directed towards speech development in
preschool children and, on the other hand, provides the basis for the devel-
opment of abstract mathematical concepts in preschool education (Stakić
and Maričić 2019, 185). This way, learning mathematics and learning language
merge together, and their content and activities continuously permeate each
other.
Reading can be comprehended as a problem-solving and constructive
process, meaning that integrating mathematics and literature could be ef-
fective: integration not only develops mathematical skills but literacy, math-
ematical language, and problem solving as well (Wiburne and Napoli 2008 in
Wikholm and Aerila 2016, 565). A child enjoys a literary text, identifies with a
hero, and often becomes a creator itself, continuing the illusion of a depicted
reality in its imagination (Stakić and Maričić 2019, 185).
Thematic structure of children’s literature is close to the needs and inter-
ests of a preschool child, so any literary form (poetry, prose, play, short literary
forms) can be used as an integrative element. The choice of literary form, as
well as literary content depends primarily on the goals we want to achieve
in each area of knowledge: language development and mathematics educa-
tion. The same text plays a different role in each content area. Activities in
this process are intertwined, first they occur separately, and then they merge
together. This way, children develop language skills in addition to mathemat-
ical skills: speech sounds are correctly articulated and discriminated, child’s
active vocabulary is enriched and expanded, and finally, the child’s sentence
is developed and corrected. This way, reality portrayed by literary content is
visualised through specific didactic material and placed in a realistic learn-
ing environment. Children readily participate in such activities and acquire
298
all of which helps children understand mathematical ideas and concepts.
In addition, literary content for children also creates a context for solving
problems which are then translated to the domain of mathematics, whereas
children are additionally encouraged to actively participate in problem solv-
ing, because mathematical context is pushed in the background. This man-
ner of organising activities in preschool education allows children to expe-
rience mathematics as part of their everyday lives, not just as an abstract
and isolated subject, which helps stimulate their interest in mathematics
and their understanding of it. Literary content for children motivates stu-
dents to learn by providing a meaningful context for mathematics, celebrates
mathematics as a language, demonstrates that mathematics develops out
of human experiences, fosters the development of number sense and inte-
grates mathematics into other curriculum areas (Whitin and Wilde 1992). It
represents the ‘basis’ for activities directed towards speech development in
preschool children and, on the other hand, provides the basis for the devel-
opment of abstract mathematical concepts in preschool education (Stakić
and Maričić 2019, 185). This way, learning mathematics and learning language
merge together, and their content and activities continuously permeate each
other.
Reading can be comprehended as a problem-solving and constructive
process, meaning that integrating mathematics and literature could be ef-
fective: integration not only develops mathematical skills but literacy, math-
ematical language, and problem solving as well (Wiburne and Napoli 2008 in
Wikholm and Aerila 2016, 565). A child enjoys a literary text, identifies with a
hero, and often becomes a creator itself, continuing the illusion of a depicted
reality in its imagination (Stakić and Maričić 2019, 185).
Thematic structure of children’s literature is close to the needs and inter-
ests of a preschool child, so any literary form (poetry, prose, play, short literary
forms) can be used as an integrative element. The choice of literary form, as
well as literary content depends primarily on the goals we want to achieve
in each area of knowledge: language development and mathematics educa-
tion. The same text plays a different role in each content area. Activities in
this process are intertwined, first they occur separately, and then they merge
together. This way, children develop language skills in addition to mathemat-
ical skills: speech sounds are correctly articulated and discriminated, child’s
active vocabulary is enriched and expanded, and finally, the child’s sentence
is developed and corrected. This way, reality portrayed by literary content is
visualised through specific didactic material and placed in a realistic learn-
ing environment. Children readily participate in such activities and acquire
298
