MATEMATIKA U PREDŠKOLSKOJ USTANOVI I ŠKOLI: PROGRAMSKA ODREĐENjA I MOGUĆNOSTI OSTVARIVANjA KONTINUITETA

Abstract

During the transition from preschool institutions to schools, chil- dren still possess an intense need for play. In this period of internalization of practical actions, playing has a special function. Although it does not represent a basic activity in the teaching system in schools, as was the case in the orga- nized activities in preschool institutions, the organization of teaching activities through play contributes to an easier adaptation of students to school obligations, to a more successful linking of teaching contents and knowledge acquisition. These statements represent the starting point for the analysis of program con- tents related to the adoption of mathematical concepts in preschool institutions and the content of mathematics in the first primary school grade. The goal of our research was specified in two directions: 1) to examine the possibilities for the realization of these teaching activities through play, by means of comparative analysis of the mentioned program contents; 2) to determine the possibilities for achieving continuity in the system of preschool and school education, by organiz- ing teaching of mathematics through play, for first grade primary school students. The research was carried out by using the descriptive method and the procedure of content analysis of primary research sources, program documents. The results of the research have confirmed that the program contents of mathematics, for first grade primary school students, do offer possibilities for the realization of teaching contents through play. This also confirms the possibility of achieving continuity in the system of institutional preschool and school education.