University of Zagreb. Faculty of Teacher Education. Chair of Croatian Language and Literature, Drama and Media Education.
Abstract
Neuroznanost daje jasne činjenice kako dolazi do oblikovanja mozga – stvaranjem sinapsi osjetilnim podražajima. Prvi je preduvjet za učenje iskoristiti djetetov biološki potencijal i što veći broj neurona izložiti kvalitetnim sadržajima i osjetilnim aktivnostima. Tek senzornom integracijom svih osjetila dijete nema prepreku u daljnjem učenju. Druga bitna stavka za učenje jest usvajanje govora, govornih vještina te početna pismenost, a to se sve usvaja u ranom i predškolskom razdoblju govoreći i slušajući. Višeosjetilnim pripovijedanjem, kao metodom rada u dječjim vrtićima, objedinjuje se osjetilno iskustvo i učenje govora, dok se kroz priču ostvaruje komponenta odgoja. Odgojno obrazovni proces tako je ostvaren u potpunosti i priprema djetetu nabolje temelje za daljnje obrazovanje.Neuroscience provides clear facts on brain development – sensory stimuli lead to synapse production. The first prerequisite for learning is to use a child's biological potential and expose as many neurons as possible to quality content and sensory activities. Sensory integration is crucial for successful learning. Another important prerequisite for learning is the acquisition of speech, as well as the development of speaking skills and the initial literacy, all of which are adopted in the early and preschool period by speaking and listening. Multisensory storytelling is a method of working in kindergartens that combines sensory experience and speech acquisition. What is more, stories are a great instrument in helping children understand sensitive issues during their upbringing. The educational process is thus completely realized and the foundations for further education are created
