|M.Sc Student||Izicsohn Menny|
|Subject||Adapting the Kindergarten Environment for Learning through|
|Department||Department of Architecture and Town Planning||Supervisor||Ms. Rachel Sebba|
|Full Thesis text - in Hebrew|
A document of the Israel Academy of Sciences (2007), determines how education in kindergartens should be conducted in the coming years. The emerging core curriculum under the influence of the above document for kindergarten focuses on formal learning at the expense of free play.
This study aims to contribute to the development of environments that encourage the child to explore and discover while playing, to help him/her understand the rules of the environment and promote the process of learning readiness required by the core curriculum. The research was intended to bridge between the play theory and theories of active learning, to allow learning without compromising the play experience and the time devoted to playing. .
The study focused on designing the playing environment in the kindergarten, in a way that allows promoting the learning goals posed by the new core curriculum of the Ministry of Education for preschool children.
The study assumed that it is possible to describe the environment through mathematics, and that such a description will help children to manipulate objects during the playing activity and to understand better both the environment and mathematics.
The research was conducted by observations, intervention and documentation of the play in the blocks corner before and after the intervention.
Documentation of the first phase in each observation (in three kindergartens), demonstrated the characteristics of the spontaneous play before the intervention. The intervention was made by introducing pages with drawings of blocks placed in various combinations. Documentation of the second phase (in two kindergartens) demonstrated the effect of these pages on the characteristics of the constructions built by the children and on the discourse that has developed between them. Generally, free observations were carried out at the blocks corner on 60 children (about 20 in each kindergarten).
The study found that the talks between the children changed after the inclusion of the reference pages: during conversations at this stage they referred to the blocks' shapes, to their geometric properties and to the various combinations of the blocks' shapes .