Izvleček
Gibanje na prostem v različnih življenjskih okoljih ponuja raznolike problemske in učne situacije – samo opaziti jih je treba, jih osmisliti, ciljno usmeriti in medpredmetno povezati. Sedeči položaj otrok v razredu pogosto narekuje fizično pasivnost, medtem ko dejavnosti na prostem učencem omogočajo tudi gibanje in s tem fizično aktivnost. Takšen način dela prvošolcem omogoča, da se učijo povsod in vedno. Dodana vrednost omenjenega pouku je še vključenost otrok v kombinirani oddelek, kjer se mlajši učijo od starejših, hkrati pa so starejši tutorji mlajšim. V 1. vzgojno-izobraževalnem obdobju je ključno, da se učenci učijo skozi izkušnje, opazovanje in doživljanje ter delo s konkretnim materialom, ki ga najdemo v naravi v neomejenih količinah. Naravno okolje otrokom ponuja, da naberejo material po svojih željah, ga uporabijo glede na svoje zmožnosti. V prispevku bomo predstavili nekaj konkretnih primerov pouka pri matematiki in slovenščini, s katerimi so se prvošolci kombiniranega oddelka soočili v naravnem okolju. Pri tem so bili v vse faze pouka vključeni elementi formativnega spremljanja.
Abstract
First Graders Learn Constantly and Everywhere, Including Outside
Outdoor movement in various living environments provides a variety of problem-solving and learning situations – all it takes is noticing, making sense of, targeting, and connecting them interdisciplinarily. The seated position of children in the classroom frequently dictates physical passivity, whereas outdoor activities allow students to move and be physically active. This method of instruction enables first-graders to learn anywhere and at any time. Including children in a multigrade classroom in which younger children learn from senior pupils, who act as tutors, adds value to this type of teaching. During the first educational cycle, students should learn through experience, observation, and handling large quantities of genuine natural materials. The natural environment allows them to gather materials as they see fit and use them according to their abilities. This paper presents practical examples of lessons in mathematics and Slovenian that first-graders included in multigrade classrooms encountered in the natural environment. All phases of the instruction include formative monitoring elements.