Μεθοδολογικές προσεγγίσεις για μια πιο αποτελεσματική δόμηση της γνώσης στο Νηπιαγωγείο

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Published: Jul 1, 2000
DOI: https://doi.org/10.12681/icw.18141
Κατερίνα Μιχαλοπούλου
University of Thessaly
Abstract
In our opinion, preschool ought to be a place where the centre of interest focuses on knowledge in the process of being constructed. What are involved here are methods of working that are at the same time methods of thinking, methods that enable children to learn more effectively, to acquire awareness of their own potential, to progress towards autonomy. We think that it is possible to acquire a systematic method in kindergarten that permits a better observation and comparison of two objects and thus of two ideas, two characters in a story, two geographical regions, two climates, etc. Such a method could help the child discover a greater number of ideas (fluidity), a greater variety of ideas (flexibility) or ideas that are unique (originality). Fluidity, flexibility and originality are some of the criteria of creativity, a creativity that can, to a certain extent, be taught and learned.
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