In kindergarten begins the period of play and work - game. As Frene himself points out, at school we can play, working (Maury, 1988: 119). Also, one of his students states that: “Only the game blooms and liberates us ”(Freinet, 1973: 43). So, the kindergarten will include an environment as rich and diverse as life, a natural environment with gardens, water, plants and animals, a spacious room bright, airy, bright with experimental and working material, an adjoining room or a corner of nature in the same room that will replace nature and him outdoor garden in bad weather, a garden with trees, meadows, water, crops for effective child labor and a section with pets, insects, aquarium, botanist, etc.
Palpable investigation plays important role in kindergarten, as children try to get to know it unknown, looking at the surrounding environment. Still, another process enters in kindergarten, the arrangement, that is, the child is no longer enough to he learns for he learns but he begins to organize his life and his palpitations experiences are gathered and clung to the basic normal needs and complex mysteries of life.
Around the age of 4-5, the child after he has discovered the spaces around him and organized them, he starts the conquest of the world, which takes place through work, "activity", as Frenet tells us, “with which the individual satisfies the great physical and his mental needs, in order to acquire the strength he needs for fulfillment of its purpose ”(Frene, 1977: 34 - 39).
Children are pushed into a language through the tasks assigned to them alive, in the fields, around the animals they care for, are forced to they speak, adapting as they can the words and expressions that are to them familiar, to express their complex reactions. Through all these children's discussions and conversations the teacher can write a text. This text will be written on the board, illustrated if possible with a 31 impressive design, then will be rewritten by the teacher in a life notebook of the classroom, where the best designs will also be kept and where its location will is in an honorary drawer above the shelf where the most will be exposed successful objects (Frenet, 1977: 44 - 47).
Typography already plays an important role in kindergarten. With him In this way, beauty, emotion and excitement are easily produced in children in plain writing. The idea is that the children, after coming to kindergarten they say their thoughts and feelings every day, which he records from common o - the teacher - a on the blackboard. With the help of a teacher or someone older student, the children re-create his text in their classroom table. Then, the whole text is printed by the children themselves, who, like Frene emphasizes, from the age of five or six, they do it wonderfully. Thus, the text can be enriched with children’s drawings and thus make it sort in the book of school life, or stick it on the walls of the school, or distribute it to friends, parents and the rest of the school surroundings inside and outside school through their school newspaper and take it exchange through correspondence with other children of other kindergartens in same or in different cities.
According to Frenet, the child is like that in her age can paint or try to read a text he has the teacher writes, without knowing how to write or read. But he cultivates the this desire. The child constantly compares the written with the spoken words, the words he wrote the same as those that serve as a model on the board or in printed paper, the words he recognized in the correspondents' newspapers those he found in books and other newspapers. So there is rich tangible experience and the child recognizes progressively and without special practice an increasing number of words (Frene, 1977: 47 - 51).
In addition, it adds a special touch to all Kindergarten activities are artistic expression activities, such as drawing, text illustration, painting, cardboard engraving or linoleum, song, rhythm, puppetry, theater, puppets (Αποστολοπούλου 2017).
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