Page 400 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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ja M. Maričić, Jasna M. Maksimović, and Mirjana M. Stakić
‘gets introduced to his/her mother tongue, its intonation, pronunciation, dic-
tion, words’ (Martinović and Cupar 2015, 7). Research indicates the impor-
tance of illustrations and images in presenting and conveying a meaning in
the text (Lewis 2001). Illustrations in the picture book are observed as a key
element which enables us to understand words and concepts in general, in-
cluding mathematical concepts.
Leafing through a picture book, looking at the pictures, listening to an
interesting text read by the teacher represents a natural continuation of
learning through play for a student at the beginning of education, because
learning through play was a dominant method of learning in the period of
preschool education. Play and the entertaining function of the picture book
allow the student to observe the work on a picture book not as learning, but
as fun, which is why he will approach the learning process spontaneously.
There is no resistance, not even unconscious resistance a student may exhibit
if his learning difficulties have been noticed by other students. On the other
hand, students who do not have any learning disabilities may also manifest
resistance to learning due to a change of the learning environment, or even
due to collaboration imperatives of teachers to complete an assignment or
solve a problem. All students will participate in the activities related to the
picture book. They will see work as play, game and entertainment, which is
why students who experience learning difficulties in adopting mathemat-
ics and language will not be in an unfavourable position in relation to their
peers. They will be completely unaware of the fact that they are actually
learning and mastering social and communication skills at the same time.
The picture book represents an important didactic material at the initial
levels of education. In the first grade of primary school, the picture book
helps students understand images and words as symbols which convey a
message (Stričević and Maleš 1995, 7). This message will be stored in a cogni-
tive context familiar or well-known to the child. Therefore, the subject matter
depicted in the picture book is represented as: the world of reality the child
is familiar with, but also as a world of imagination the child dreams or fanta-
sises about (animals that can speak, famous characters from fairy tales and
animated movies, etc.). This way, the picture book creates a basis for learn-
ing, not just for learning the language, but mathematics as well. Research
also shows that ‘picture books can offer a meaningful context for learning
mathematics and provide an informal basis of experience with mathematical
ideas that can be a springboard for more formal levels of understanding’ (Van
den Heuvel-Panhuizen, Van den Boogaard, and Doig 2009, 37). Haury (2001,
3) underlines that ‘one way of connecting school mathematics to everyday
400
‘gets introduced to his/her mother tongue, its intonation, pronunciation, dic-
tion, words’ (Martinović and Cupar 2015, 7). Research indicates the impor-
tance of illustrations and images in presenting and conveying a meaning in
the text (Lewis 2001). Illustrations in the picture book are observed as a key
element which enables us to understand words and concepts in general, in-
cluding mathematical concepts.
Leafing through a picture book, looking at the pictures, listening to an
interesting text read by the teacher represents a natural continuation of
learning through play for a student at the beginning of education, because
learning through play was a dominant method of learning in the period of
preschool education. Play and the entertaining function of the picture book
allow the student to observe the work on a picture book not as learning, but
as fun, which is why he will approach the learning process spontaneously.
There is no resistance, not even unconscious resistance a student may exhibit
if his learning difficulties have been noticed by other students. On the other
hand, students who do not have any learning disabilities may also manifest
resistance to learning due to a change of the learning environment, or even
due to collaboration imperatives of teachers to complete an assignment or
solve a problem. All students will participate in the activities related to the
picture book. They will see work as play, game and entertainment, which is
why students who experience learning difficulties in adopting mathemat-
ics and language will not be in an unfavourable position in relation to their
peers. They will be completely unaware of the fact that they are actually
learning and mastering social and communication skills at the same time.
The picture book represents an important didactic material at the initial
levels of education. In the first grade of primary school, the picture book
helps students understand images and words as symbols which convey a
message (Stričević and Maleš 1995, 7). This message will be stored in a cogni-
tive context familiar or well-known to the child. Therefore, the subject matter
depicted in the picture book is represented as: the world of reality the child
is familiar with, but also as a world of imagination the child dreams or fanta-
sises about (animals that can speak, famous characters from fairy tales and
animated movies, etc.). This way, the picture book creates a basis for learn-
ing, not just for learning the language, but mathematics as well. Research
also shows that ‘picture books can offer a meaningful context for learning
mathematics and provide an informal basis of experience with mathematical
ideas that can be a springboard for more formal levels of understanding’ (Van
den Heuvel-Panhuizen, Van den Boogaard, and Doig 2009, 37). Haury (2001,
3) underlines that ‘one way of connecting school mathematics to everyday
400
