2016 » Papers » Volume 2 » HOW TO DEVELOP WORK HABITS IN KINDERGARTEN?
|1. HOW TO DEVELOP WORK HABITS IN KINDERGARTEN?|
Volume 2 | DOI: 10.12753/2066-026X-16-117 | Pages: 213-218
The entrance of Child in school is a crucial moment in his life, given to the "status" and "role" of pupil, the nature of relationships with adults and colleagues, the novelty of activity conditions and especially the specific of learning - a very complex act. Although the specific features that define the specific profile of the pupil cannot be formed as such in terms of life and work of preschoolers, some incentives of these features can and should be formed in kindergarten because they constitute a condition to adapt to school life and start learning systematic as a core activity.
Obviously, that even "scholar intelligence" of what depends largely the success in learning and which in Piaget's concept designates the dynamic balance between assimilation and accommodation requirements at this school (expressing the degree of adaptation to the school activity type of the pupil ) cannot be structured as such before the child enters first grade. Intellectual preparation process begins with the accumulation of knowledge, a process that still maintains, but is related to the formation of moral, social child's personality. Rightfully it is estimated that acquiring knowledge is one of the most important ways of adapting the child in our society.
The main goals targeted in the experiment were the formation and improvement of the intellectual skills through knowledge transfer, under the influence of exercise and positive strengthening by determining the effectiveness, advantages, limitations on training, strengthening and perfecting intellectual skills at preschoolers.
The research objectives focused on the strategy of pedagogical research linked to specific purposes, namely to objectives operational formulated.
The sample of subjects is represented by 26 preschoolers from the big group at School of Poiana Codrea, Satu Mare County. The scope of the organized activities with preschoolers was not to teach certain concepts systematically, but to practice their knowledge processes of forming their intellectual skills. After the experiment was applied it was observed that the intellectual skills cannot be left to the informal-accidental procurement level, their training should be an earlier concern, systematic and phased of the teacher, from kindergarten to university.
intellectual knowledge, work habits, balance, variety, desires