THE IMPORTANCE OF DAILY LIFE-PRACTICAL ACTIVITIES IN THE PROCESS OF FORMING INITIAL MATHEMATICAL CONCEPTS IN PRESCHOOL CHILDREN IN THE CONTEXT OF MODERN PRESCHOOL PROGRAMS
Abstract
This paper explores the significance of everyday life-practical activities in the process of forming initial mathematical concepts in preschool children, with a particular focus on the specificities of cognitive development in the context of mathematical concept formation and contemporary preschool programs. The methodological approach to developing mathematical concepts is examined, emphasizing the importance of considering the child's life experiences as a key methodological guideline. The importance of applying situational learning, which connects mathematical content with real-life problems faced by children daily, is highlighted. In line with modern approaches, Maria Montessori’s method stands out as a crucial factor in acquiring mathematical concepts through play and independent exploration. Additionally, the paper examines how everyday activities such as measuring sizes, seriation, classification, spatial and temporal awareness contribute to children's cognitive and mathematical development and how these activities are applied in the preschool context. It is concluded that integrating everyday life experiences into mathematical learning contributes to a deeper understanding of abstract mathematical concepts, fostering logical thinking and problem-solving skills. Effective learning of mathematical concepts requires a specific methodological approach that allows children to learn through experience, play, and direct interaction with their environment.
References
Bredekamp, S. (1996). How to raise children, Zagreb: Educa. [In Croatian]
Bruner, J. (2000). Culture of education, Zagreb: Educa. [In Croatian]
Ibro, V.D., Gajtanović, Z. (2014). Developing mathematical concepts in preschool children, Leposavić: Učiteljski fakultet. [In Serbian]
Jovičić, N. (2019). Children's play and the development of creative abilities of the gifted, Novi Sad: Filozofski fakultet. [In Serbian]
Kačavenda, A., Hilčenko, S. (2014). Dice - a methodical manual for a didactic-manipulative tool, Subotica: Visoka škola za obrazovawe vaspitača i trenera. [In Serbian]
Kamii, M. (1992). Piaget's theory and early childhood education, New York: Teachers College Press. [In USA]
Kopas-Vukašinović, E. (2018). The role of play in the development of children of preschool and younger school age, Beograd: Institut za pedagoška istraživanja. [In Serbian]
Marendić, Z. (2009). Theoretical framework for developing initial mathematical concepts in kindergarten. Metodika, 18(10), 129-141. Sarajevo: Pedagoški fakultet. [In Croatian]
Najdanović, M.S. (2012). Mathematization of relations in preschool children. Sinteze - časopis za pedagoške nauke, književnost i kulturu, 1(2), 61-72. Kruševac: Visoka škola strukovnih studija za vaspitače. [In Serbian]
Pavličić, Z., Ranđelović, M. (2023). Kocka kao didaktičko sredstvo u predškolskom matematičkom obrazovanju. Univerzitetska misao- časopis za nauku, kulturu i umjetnost, 22, 90-99. Novi Pazar: Univerzitet u Novom Pazaru. [In Serbian]
Prentović, R., Sotirović, V. (1998). Methodology for the development of initial mathematical concepts, Novi Sad: Didakta. [In Serbian]
Rulebook on the general basics of the preschool program (2006): (Sl. glasnik RS - Prosvetni glasnik", br. 14/2006). [In Serbian]
Stevanović, M. (2003). Gifted as initiators of curriculum changes, Novi Sad: Filozofski fakultet. [In Serbian]
Stojaković, P. (2000). Giftedness and creativity, Sarajevo: Zavod za udžbenike i nastavna sredstva. [In Bosnian]
Vigotski, L.S. (1983). Opinion and speech, Beograd: Nolit. [In Serbian]
Vukobradović, M.S. , Milinković, J. V. (2020). Integration of educational content in the function of initial understanding of spatial relations. Inovacije u nastavi, 33(2), 97-111. Beograd: Učiteljski fakultet. [In Serbian]
