Developing creative thinking in preschool children shown on the example of geometrical exercises
DOI:
https://doi.org/10.34767/PP.2019.01.13Keywords:
child, preschool, geometry, mathematical skillsAbstract
Joining the discussion about the possibility of initiating children’s research activity and creative approach to
mathematical experiences in early mathematical education, the article attempts to present a partial study
which was conducted in some of Polish nursery schools and whose subject was the diagnosis of preschool
children’s competence in geometry. The main objective of the study was to find out the impact of solving
mathematical problems, by children aged 6 – 6.5, on developing the knowledge of the basics of geometry
as well as on children’s creative thinking. The level of knowledge and skills of the researched children was
determined by a pre-test and a post-test in geometry whereas the issue of solving problems creatively was
tested by a project called “a playground” which was developed by each child according to their own ideas and creative abilities. The research involved 175 children aged 6 – 6.5 from four urban nursery schools located
in the town of Biała Podlaska, Lublin Province. The study was conducted in two stages in 2018. The first stage of the study included making the diagnosis of the children’s level of knowledge and skills in geometry, i.e. the so-called initial state was determined. In order to do that, a pre-test suitable for the age of children (6 years) and the binding Core Curriculum for Preschool Education was used. An original picture test including 6 illustrated worksheets was prepared. In the second stage of the study an observation by 7 teachers was conducted, the objective of which was to monitor the behaviour and all types of activities of the children while carrying out their own playground projects. After completing the project a post-test was conducted in order to observe the differences in the level of knowledge and skills in geometry in the researched group of children. In order to demonstrate the differences in the children’s level of knowledge and skills, with reference to the whole test and individual mathematical problems, non-parametric Pearson’s chi squared test was applied. The research demonstrated the differences in the level of knowledge and skills in geometry. Most of the children coped well with solving and conducting the project but as for some of them, targeted preventive actions should be taken. Teachers’ conclusions and observations made in the process of carrying out the project made it possible to develop rules and new methods of work which are going to help children with doing tasks and solving problems creatively
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