https://doi.org/10.59132/viz/2026/1/40-50
Izvleček
V prispevku analiziramo spremembe na področju matematike v predšolskem obdobju v Programu predšolske vzgoje iz leta 1979, Izhodiščih za prenovo predšolske vzgoje v letih 1998 in 2022 ter Kurikulumu za vrtce iz let 1999 in 2025. Naša analiza ne predstavlja analize dokumentov v celoti, pač pa smo se osredinili na tiste dejavnike v omenjenih dokumentih, za katere smo presodili, da imajo pomembno vlogo pri razumevanju razvijanja matematičnih pojmov v predšolskem obdobju. Pri analizi dokumentov nas je zanimalo, katere teoretske paradigme učenja jih okvirjajo, umeščenost področja matematike v predšolsko obdobje in pričakovanja glede pridobivanja matematičnih znanj, spretnosti in mišljenja predšolskih otrok. Ugotovili smo, da se v nekaterih dokumentih (predvsem v Izhodiščih za prenovo iz leta 1998) uveljavljajo terminološke novosti bolj v retorične namene, da bi ustvarili videz bistvenih sprememb, do katerih pa v Kurikulumu iz leta 1999, ki Izhodiščem sledi, ne pride. To ni presenetljivo, saj se s tem izkaže, da je že predhodni kurikulum vključeval marsikaj, kar se kasneje napoveduje kot nekaj povsem novega. Obenem pa lahko rečemo, da so skozi čas opazne majhne, a zelo pomembne kakovostne razlike na področju področja matematike v predšolskem obdobju, kar utemeljujemo predvsem s tem, da smo ohranili pričakovanja do napredovanja v matematičnem znanju otrok v skladu z njihovimi možnostmi in interesi, hkrati pa dokumenti, ki so predmet naše analize, opredeljujejo otroka kot kompetentnega posameznika, izpostavijo pomen njegove participacije in vključenosti v dejavnosti v času njegovega celotnega bivanja v vrtcu ter pomen poslušanja otrok, ki predstavlja temelj za njihovo participacijo in aktivno vključenost v dejavnostih. Ob tem je seveda treba nujno poudariti, da lahko le dobro izobražen vzgojitelj, občutljiv za ljudi in socialne interakcije, z otroki v vrtcu udejanja proces predšolske vzgoje.
Abstract
Mathematics in Early Childhood: From the 1979 Childcare Programme to the 2025 Kindergarten Curriculum
This article analyses changes in mathematics in the preschool period, focusing on the 1979 preschool education programme, the guidelines for the reform of preschool education from 1998 and 2022, and the Kindergarten Curricula of 1999 and 2025. Our analysis does not cover the documents in their entirety. Instead, we concentrate on the factors we consider essential for understanding the development of mathematical concepts in the preschool period. We were interested in the theoretical learning paradigms that underlie the documents, the role of mathematics in early childhood education, and the expectations for preschool children regarding the acquisition of mathematical knowledge, skills, and thinking. We found that in some documents, particularly the 1998 reform Guidelines, new terminology was introduced for rhetorical effect, creating the impression of significant changes that did not actually materialise in the 1999 curriculum, which followed those guidelines. It indicates that many elements presented as new in later documents had, in fact, already been part of the previous curriculum. However, small yet relevant qualitative differences have emerged in the area of mathematics in early childhood education over time. We attribute this primarily to the practice of setting expectations for children’s mathematical progress in line with their abilities and interests. Besides, the analysed documents define children as competent individuals. They emphasise the importance of their participation and inclusion in activities throughout their time in early years education, as well as the need for attentive listening to children, which forms the foundation for fostering their engagement. It is important to note that effective preschool education relies on well-educated teachers who are sensitive to people and social interactions. Such educators are essential for successfully implementing the preschool education process in kindergarten settings.