Title:	Preschool children´s ability to transform space in plane
Authors:	Přerovská, Jiřina Pěchoučková, Šárka
Citation:	PŘEROVSKÁ, J., PĚCHOUČKOVÁ, Š. Preschool children´s ability to transform space in plane. In: EDULEARN19 Proceedings : 11th International Conference on Education and New Learning Technologies. Valencie: IATED Academy, 2019. s. 2459-2465. ISBN 978-84-09-12031-4 , ISSN 2340-1117.
Issue Date:	2019
Publisher:	IATED Academy
Document type:	konferenční příspěvek conferenceObject
URI:	http://hdl.handle.net/11025/41901
ISBN:	978-84-09-12031-4
ISSN:	2340-1117
Keywords in different language:	transformation;preschool education;space;plane
Abstract in different language:	The term transformation is predominantly associated with a certain change of a whole. In its essence, transformation is a change within one part of a whole. It is not necessary for this entire part to change, the change can be just in one its property. The rest of the whole remains unchanged. A child is confronted with three-dimensional space from birth. Initially, he/she simply observes it, later he/she starts manipulating objects in it. Observation is essential for the transformation process of space in plane. However the child must have sufficient experience with three-dimensional world to subsequently understand the link between it and the plane. Children can for example observe people's silhouettes or shadows of buildings. Various activities involving imprinting objects, whose one side is covered with paint, are suitable to learn the difference between space and plane. Transformation can be also exploited during projections, where children observe shadows of puppets. A graphical record of space in plane is important in this context, too. An experiment was performed in several preschool facilities in the Czech Republic, whose aim was to assess the cognitive process level of 5- to 6-year-old children during selected activities focused on transformation of space in plane. Seven task were created for children. Firstly, they observed the front side of a construction from play bricks then changed their position to notice that the construction gained a different dimension. Next, they observed objects under dimmed light and then assigned them their corresponding silhouettes, they recognised objects from their shadows, created a plane model of a construction using manipulation with cut-out shapes and finally, they graphically encoded the ground plan of a building into a grid. The experiment results analysis showed that only 40 % of children from given sample noticed a change in construction dimension, all children autonomously and correctly assigned silhouettes to objects and half of the children correctly identified an object from its shadow. 80 % of children autonomously assembled cut-out shapes like they were placed on the construction and all children constructed a building and carried out a correct graphical record of the ground plan and building height into the grid. The experiment showed that it is necessary to present children with playful activities where they can perceive shapes of objects and recognise their silhouettes and shadows.
Rights:	Plný text je přístupný v rámci univerzity přihlášeným uživatelům. © IATED Academy
Appears in Collections:	Konferenční příspěvky / Conference papers (KMT) OBD

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