Hausti\u00f0 er komi\u00f0 og til okkar streyma b\u00f6rn og ungmenni uppfull af gle\u00f0i eftir \u00e6vint\u00fdri sumarsins. \u00deau hlakka til a\u00f0 hitta alla vini s\u00edna aftur og flest eru \u00feau gl\u00f6\u00f0 a\u00f0 vera komin aftur \u00ed sk\u00f3lann sinn. Me\u00f0 \u00feessum h\u00f3pi kemur n\u00fdr h\u00f3pur barna sem er a\u00f0 hefja n\u00e1m \u00ed 1. bekk. Vi\u00f0 eigum \u00fea\u00f0 til a\u00f0 l\u00edta \u00e1 \u00fea\u00f0 sem sj\u00e1lfsag\u00f0an hlut a\u00f0 b\u00f6rn f\u00e6rist \u00far leiksk\u00f3la yfir \u00ed grunnsk\u00f3la en breytingin er mikil og mismunandi hvernig b\u00f6rn upplifa n\u00e1mi\u00f0. Eitt barn or\u00f0a\u00f0i upplifun s\u00edna af \u00feessum umskiptum \u00e1 eftirfarandi h\u00e1tt:<\/p>\n\n\n\n
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\u00dea\u00f0 er eitthva\u00f0 svo \u00f6\u00f0ruv\u00edsi a\u00f0 vera \u00ed sk\u00f3la en leiksk\u00f3la. <\/em>\u00c9g sakna leiksk\u00f3lans. <\/em>\u00dear fengum vi\u00f0 alltaf a\u00f0 leika okkur og aldrei a\u00f0 l\u00e6ra. <\/em>N\u00fana \u00fearf a\u00f0 sitja og kl\u00e1ra verkefni. <\/em><\/p>\n<\/div>\n\n\n\n
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\u00cd \u00feessum einf\u00f6ldu or\u00f0um felst mikilv\u00e6g \u00e1minning til okkar sem kennum yngstu b\u00f6rnunum. \u00cd leiksk\u00f3lanum byggist n\u00e1mi\u00f0 \u00e1 leik, samskiptum, forvitni, k\u00f6nnun og \u00feeirri n\u00e1tt\u00farulegu tilhneigingu barna a\u00f0 l\u00e6ra \u00ed gegnum reynslu s\u00edna af umhverfinu. Vi\u00f0 upphaf grunnsk\u00f3lag\u00f6ngu breytist \u00feetta n\u00e1msumhverfi hins vegar \u00e1 sk\u00f6mmum t\u00edma. Sk\u00f3lastarf ver\u00f0ur skipulag\u00f0ara \u00fear sem verkefni ver\u00f0a formlegri, t\u00edmarammar sk\u00fdrari og aukin \u00e1hersla ver\u00f0ur \u00e1 a\u00f0 lj\u00faka verkefnum og komast a\u00f0 ni\u00f0urst\u00f6\u00f0u. <\/p>\n\n\n\n
\u00cd leiksk\u00f3lanum er \u00e1herslan fyrst og fremst \u00e1 ferli\u00f0 sj\u00e1lft. Barn f\u00e6r t\u00edma til a\u00f0 pr\u00f3fa sig \u00e1fram, gera mist\u00f6k, byrja upp \u00e1 n\u00fdtt og kanna hugmyndir \u00e1n \u00feess a\u00f0 athygli beinist st\u00f6\u00f0ugt a\u00f0 \u00fev\u00ed hvort ni\u00f0ursta\u00f0an er r\u00e9tt e\u00f0a r\u00f6ng. \u00cd grunnsk\u00f3lanum ver\u00f0ur aftur \u00e1 m\u00f3ti s\u00fdnilegri s\u00fa hugmynd a\u00f0 verkefni hafi eitt r\u00e9tt svar og a\u00f0 \u00e1rangur felist \u00ed \u00fev\u00ed a\u00f0 komast a\u00f0 \u00feeirri ni\u00f0urst\u00f6\u00f0u innan \u00e1kve\u00f0ins t\u00edmaramma. Vissulega er endurtekning mikilv\u00e6g \u00feegar festa \u00e1 f\u00e6rni \u00ed sessi og \u00ed sl\u00edkum verkefnum getur ni\u00f0ursta\u00f0an oft veri\u00f0 eitt r\u00e9tt svar. \u00c1 me\u00f0an b\u00f6rn eru a\u00f0 byggja upp skilning sinn \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i skiptir \u00fe\u00f3 miklu m\u00e1li a\u00f0 \u00feau f\u00e1i a\u00f0 r\u00e6\u00f0a hugsun s\u00edna, pr\u00f3fa \u00f3l\u00edkar lei\u00f0ir og sj\u00e1 a\u00f0 margar lei\u00f0ir geta legi\u00f0 a\u00f0 r\u00e9ttri ni\u00f0urst\u00f6\u00f0u.<\/p>\n\n\n\n
\u00deegar b\u00f6rn upplifa t\u00edmapressu og \u00e1herslu \u00e1 r\u00e9tt svar mj\u00f6g snemma getur athyglin sm\u00e1m saman f\u00e6rst fr\u00e1 sj\u00e1lfu hugsunarferlinu yfir \u00ed \u00fea\u00f0 a\u00f0 for\u00f0ast mist\u00f6k. \u00dea\u00f0 er s\u00e9rstaklega mikilv\u00e6gt a\u00f0 for\u00f0ast a\u00f0 \u00feetta gerist \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi barna. Kv\u00ed\u00f0i gagnvart st\u00e6r\u00f0fr\u00e6\u00f0i getur komi\u00f0 fram \u00feegar \u00e1 fyrstu sk\u00f3la\u00e1runum og tengst lakari \u00e1rangri strax \u00e1 \u00feeim aldri (Ramirez o.fl., 2013). Boaler (2016) hefur f\u00e6rt r\u00f6k fyrir \u00fev\u00ed a\u00f0 sl\u00edk vi\u00f0horf geti fylgt nemendum langt fram eftir sk\u00f3lag\u00f6ngu og haft \u00e1hrif \u00e1 n\u00e1msval \u00feeirra. \u00deegar barn fer a\u00f0 l\u00edta \u00e1 mist\u00f6k sem merki um a\u00f0 \u00fea\u00f0 s\u00e9 ekki gott \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i er h\u00e6tt vi\u00f0 a\u00f0 forvitnin og viljinn til a\u00f0 takast \u00e1 vi\u00f0 \u00e1skoranir dv\u00edni.<\/p>\n\n\n\n
Samhli\u00f0a \u00feessu er mikilv\u00e6gt a\u00f0 hafa \u00ed huga a\u00f0 b\u00f6rn koma \u00ed grunnsk\u00f3lann me\u00f0 fj\u00f6lbreytta reynslu sem tengist st\u00e6r\u00f0fr\u00e6\u00f0ilegri hugsun. \u00cd gegnum leik og daglegt l\u00edf hafa \u00feau l\u00e6rt a\u00f0 bera saman magn, flokka hluti, vinna me\u00f0 mynstur, telja, \u00fer\u00f3a skilning \u00e1 r\u00fdmi og \u00e1tta sig sm\u00e1m saman \u00e1 tengslum milli hluta \u00ed umhverfi s\u00ednu. Ranns\u00f3knir benda til \u00feess a\u00f0 talnaskynjun (e. number sense) \u00e1 fyrstu \u00e1rum barns s\u00e9 sterkur forsp\u00e1r\u00fe\u00e1ttur fyrir \u00e1framhaldandi \u00e1rangri barna \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i s\u00ed\u00f0ar \u00e1 sk\u00f3lag\u00f6ngunni. Talnaskynjun er ekki me\u00f0f\u00e6ddur eiginleiki sem b\u00f6rn hafa \u00feegar \u00feau hefja n\u00e1m \u00ed 1. bekk heldur f\u00e6rni sem vex. B\u00f6rn sem taka g\u00f3\u00f0um framf\u00f6rum \u00e1 fyrstu sk\u00f3la\u00e1runum ver\u00f0a betur sett en jafnaldrar sem byrju\u00f0u \u00e1 sama sta\u00f0 en t\u00f3ku litlum framf\u00f6rum (Jordan o.fl., 2009). Sta\u00f0a barns vi\u00f0 upphaf sk\u00f3lag\u00f6ngu er \u00fev\u00ed ekki d\u00f3mur heldur upphafspunktur og \u00fea\u00f0 sem gerist \u00ed kennslustofunni \u00fea\u00f0an \u00ed fr\u00e1 skiptir raunverulegu m\u00e1li.<\/p>\n\n\n\n
Me\u00f0 \u00feetta \u00ed huga sn\u00fdst vinna kennara ekki fyrst og fremst um hva\u00f0a n\u00e1msefni eigi a\u00f0 fara yfir heldur hvernig vi\u00f0 byggjum \u00e1fram \u00e1 \u00feeirri reynslu sem b\u00f6rnin hafa \u00feegar \u00f6\u00f0last og hva\u00f0 fr\u00e6\u00f0in segja okkur um \u00fea\u00f0 vi\u00f0 hva\u00f0a a\u00f0st\u00e6\u00f0ur b\u00f6rn l\u00e6ra og \u00fer\u00edfast best. <\/p>\n\n\n
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\u00c1 s\u00ed\u00f0ustu \u00e1rum hafa ranns\u00f3knir varpa\u00f0 \u00e1hugaver\u00f0u lj\u00f3si \u00e1 \u00edslenskt samhengi. \u00cd QUINT-ranns\u00f3kninni voru kennslustundir teknar upp \u00e1 myndband \u00ed 8. bekk \u00ed \u00edslenskum grunnsk\u00f3lum. Ni\u00f0urst\u00f6\u00f0urnar benda til \u00feess a\u00f0 \u00edslenskar sk\u00f3lastofur einkennist almennt af sterkum tengslum milli kennara og nemenda og j\u00e1kv\u00e6\u00f0u n\u00e1msumhverfi, en a\u00f0 um lei\u00f0 megi v\u00ed\u00f0a auka vitsmunalega \u00e1skorun: a\u00f0 skapa fleiri t\u00e6kif\u00e6ri fyrir nemendur til a\u00f0 r\u00e6\u00f0a saman, r\u00f6ksty\u00f0ja hugsun s\u00edna og gl\u00edma vi\u00f0 verkefni sem krefjast raunverulegrar hugsunar (J\u00f3hann \u00d6rn Sigurj\u00f3nsson og Berglind G\u00edslad\u00f3ttir, 2025). \u00de\u00f3tt \u00feessi ranns\u00f3kn s\u00e9 ger\u00f0 \u00e1 unglingastigi vekja ni\u00f0urst\u00f6\u00f0urnar spurningar sem g\u00e6tu einnig \u00e1tt erindi vi\u00f0 yngsta stig. <\/p>\n\n\n\n
\u00c1 fyrstu m\u00e1nu\u00f0um sk\u00f3lag\u00f6ngunnar er veri\u00f0 a\u00f0 leggja \u00feann grunn sem allt anna\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m hv\u00edlir \u00e1. S\u00e1 grunnur byggist h\u00e6gt en \u00f6rugglega upp \u00feegar b\u00f6rn f\u00e1 t\u00edma til a\u00f0 kanna hugmyndir, tengja n\u00fdja \u00feekkingu vi\u00f0 fyrri reynslu, r\u00e6\u00f0a eigin hugsun og taka virkan \u00fe\u00e1tt \u00ed eigin n\u00e1mi. Au\u00f0velt er a\u00f0 meta hra\u00f0a og r\u00e9tt\/r\u00f6ng sv\u00f6r en \u00fea\u00f0 er lengra ferli a\u00f0 meta hvort skilningur \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i er a\u00f0 aukast. \u00deess vegna er erfi\u00f0ara a\u00f0 f\u00e1st vi\u00f0 hann, b\u00e6\u00f0i \u00ed kennslu og \u00ed mati \u00e1 \u00fev\u00ed hvernig gengur. Spurningin er \u00fe\u00e1 hva\u00f0 vi\u00f0 vitum \u00ed raun um \u00fea\u00f0 hvernig skilningur ver\u00f0ur til.<\/p>\n\n\n\n
Fr\u00e1 reynslu til skilnings<\/strong><\/h2>\n\n\n\n
Hva\u00f0 ranns\u00f3knir segja okkur um n\u00e1m ungra barna<\/strong><\/h3>\n\n\n\n
Ranns\u00f3knir s\u00ed\u00f0ustu \u00e1ratuga hafa hj\u00e1lpa\u00f0 okkur a\u00f0 skilja betur hvernig ung b\u00f6rn byggja upp skilning og hvernig n\u00e1m \u00e1 s\u00e9r raunverulega sta\u00f0. B\u00f6rn byggja d\u00fdpri skilning sm\u00e1m saman \u00ed gegnum reynslu, samskipti og virka \u00fe\u00e1ttt\u00f6ku \u00ed eigin n\u00e1mi. \u00deessi s\u00fdn hefur veri\u00f0 m\u00f3tu\u00f0 af \u00f3l\u00edkum fr\u00e6\u00f0im\u00f6nnum sem n\u00e1lgast n\u00e1m fr\u00e1 mismunandi sj\u00f3narhornum en eiga \u00fea\u00f0 sameiginlegt a\u00f0 undirstrika a\u00f0 skilningur ver\u00f0ur ekki einfaldlega til \u00feegar kennari mi\u00f0lar \u00feekkingu. <\/p>\n\n\n\n
Jean Piaget (1952) lag\u00f0i grunn a\u00f0 \u00feessari hugsun \u00feegar hann s\u00fdndi fram \u00e1 a\u00f0 b\u00f6rn byggja skilning sinn sj\u00e1lf \u00ed gegnum samskipti vi\u00f0 umhverfi\u00f0. \u00c1 fyrstu \u00e1rum grunnsk\u00f3la er hugsun barna enn a\u00f0 miklu leyti bundin vi\u00f0 \u00e1\u00fereifanlega reynslu og \u00fea\u00f0 sem \u00feau geta s\u00e9\u00f0, snert og unni\u00f0 me\u00f0 sj\u00e1lf. Barn getur l\u00e6rt a\u00f0 endurtaka st\u00e6r\u00f0fr\u00e6\u00f0ilega j\u00f6fnu eins og 5+3=8, en \u00e1n fyrri reynslu af magni og raunverulegum hlutum getur skilningurinn au\u00f0veldlega or\u00f0i\u00f0 yfirbor\u00f0skenndur. Formleg t\u00e1kn f\u00e1 merkingu \u00feegar undirliggjandi hugmynd hefur teki\u00f0 a\u00f0 m\u00f3tast. <\/p>\n\n\n\n
Lev Vygotsky (1978) beindi athyglinni a\u00f0 annarri hli\u00f0 n\u00e1msins og lag\u00f0i \u00e1herslu \u00e1 a\u00f0 n\u00e1m ver\u00f0i ekki a\u00f0eins til \u00ed sj\u00e1lfst\u00e6\u00f0ri hugsun barnsins heldur einnig \u00ed samskiptum vi\u00f0 a\u00f0ra. B\u00f6rn \u00fer\u00f3a skilning sinn \u00feegar \u00feau f\u00e1 stu\u00f0ning vi\u00f0 verkefni sem \u00feau r\u00e1\u00f0a ekki alveg vi\u00f0 ein og s\u00e9r en geta unni\u00f0 me\u00f0 lei\u00f0s\u00f6gn kennara e\u00f0a \u00ed samtali vi\u00f0 a\u00f0ra. Tungum\u00e1li\u00f0 gegnir \u00fear lykilhlutverki. \u00deegar barn \u00fatsk\u00fdrir hugsun s\u00edna, hlustar \u00e1 fyrirmyndir annarra e\u00f0a f\u00e6r spurningar sem lei\u00f0a hugsunina \u00e1fram ver\u00f0ur samtali\u00f0 sj\u00e1lft hluti af n\u00e1minu. <\/p>\n\n\n\n
Jerome Bruner (1966) bygg\u00f0i \u00e1fram \u00e1 \u00feessum hugmyndum og beindi athyglinni a\u00f0 \u00fev\u00ed hvernig skilningur breytir um form eftir \u00fev\u00ed sem hann \u00fer\u00f3ast. Barn byrjar \u00e1 \u00fev\u00ed a\u00f0 skilja me\u00f0 h\u00f6ndunum. \u00dea\u00f0 ra\u00f0ar, flokkar og f\u00e6rir til hluti og \u00feekkingin b\u00fdr \u00ed ath\u00f6fninni sj\u00e1lfri. Sm\u00e1m saman losnar hugmyndin fr\u00e1 hlutunum og barni\u00f0 getur s\u00e9\u00f0 hana fyrir s\u00e9r \u00e1n \u00feess a\u00f0 hafa hana fyrir framan sig. Me\u00f0 sl\u00edkri reynslu geta formleg t\u00e1kn sm\u00e1m saman or\u00f0i\u00f0 merkingarb\u00e6r.<\/p>\n\n\n\n
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Talan 8 er ekki anna\u00f0 en form \u00e1 bla\u00f0i fyrr en barni\u00f0 hefur haldi\u00f0 \u00e1 \u00e1tta hlutum, s\u00e9\u00f0 \u00fe\u00e1 sem einn h\u00f3p og \u00e1tta\u00f0 sig \u00e1 a\u00f0 fj\u00f6ldinn \u00ed h\u00f3pnum helst \u00e1tta \u00fe\u00f3tt hlutunum s\u00e9 ra\u00f0a\u00f0 \u00f6\u00f0ruv\u00edsi. T\u00e1kni\u00f0 kemur ekki \u00ed sta\u00f0 reynslunnar heldur dregur hana saman.<\/p>\n<\/div>\n\n\n\n
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John Sweller (1988) b\u00e6tti svo vi\u00f0 mikilv\u00e6gu sj\u00f3narhorni \u00feegar hann s\u00fdndi fram \u00e1 a\u00f0 vinnsluminni hefur takmarka\u00f0a getu til a\u00f0 vinna \u00far n\u00fdjum uppl\u00fdsingum. Hj\u00e1 ungum b\u00f6rnum er \u00feessi geta enn takmarka\u00f0ri og h\u00fan vex sm\u00e1m saman \u00ed gegnum sk\u00f3lag\u00f6nguna (Gathercole og Alloway, 2008). Ef barn \u00fearf samt\u00edmis a\u00f0 gl\u00edma vi\u00f0 n\u00fd hugt\u00f6k, n\u00fd t\u00e1kn og framandi vinnubr\u00f6g\u00f0 getur hugr\u00e6nt \u00e1lag (e. cognitive load) or\u00f0i\u00f0 \u00fea\u00f0 miki\u00f0 a\u00f0 l\u00edti\u00f0 r\u00fdmi ver\u00f0ur eftir fyrir raunverulegan skilning. \u00deegar kennslan byggir aftur \u00e1 m\u00f3ti \u00e1 stigvaxandi uppbyggingu, \u00e1\u00fereifanlegri reynslu og sk\u00fdrum tengingum vi\u00f0 fyrri \u00feekkingu minnkar \u00feetta \u00e1lag og barni\u00f0 f\u00e6r meira svigr\u00fam til a\u00f0 einbeita s\u00e9r a\u00f0 hugsuninni sj\u00e1lfri.<\/p>\n\n\n\n
\u00deessar kenningar spruttu upp \u00e1 \u00f3l\u00edkum t\u00edmum og fr\u00e1 \u00f3l\u00edkum fr\u00e6\u00f0ilegum sj\u00f3narhornum, og \u00fe\u00e6r eru ekki a\u00f0 \u00f6llu leyti samm\u00e1la. Saman m\u00e1 \u00fe\u00f3 lesa \u00far \u00feeim a\u00f0 skilningur ver\u00f0i til \u00ed ferli fremur en \u00ed einu skrefi, og a\u00f0 a\u00f0st\u00e6\u00f0urnar sem barni\u00f0 vinnur \u00ed r\u00e1\u00f0i miklu um hvort \u00fea\u00f0 ferli gengur. Piaget, Vygotsky og Bruner beina athyglinni a\u00f0 \u00fev\u00ed sem barni\u00f0 \u00fearf a\u00f0 f\u00e1; reynslu, samtal og t\u00edma. Sweller minnir \u00e1 a\u00f0 \u00fev\u00ed megi ekki fylgja of margt \u00ed einu. \u00dea\u00f0 sem vi\u00f0 kennum skiptir \u00fev\u00ed ekki eing\u00f6ngu m\u00e1li heldur hvernig vi\u00f0 sk\u00f6pum \u00fe\u00e6r a\u00f0st\u00e6\u00f0ur sem gera skilning m\u00f6gulegan.<\/p>\n\n\n\n
Fr\u00e1 \u00feekkingu til framkv\u00e6mdar<\/strong><\/h2>\n\n\n\n
\u00dear sem ranns\u00f3knir \u00ed \u00feroskas\u00e1lfr\u00e6\u00f0i og n\u00e1msfr\u00e6\u00f0um hj\u00e1lpa okkur a\u00f0 skilja hvernig ung b\u00f6rn l\u00e6ra vaknar e\u00f0lilega n\u00e6sta spurning. Hvernig \u00e1 s\u00fa \u00feekking a\u00f0 m\u00f3ta kennsluna sj\u00e1lfa? \u00c1 undanf\u00f6rnum \u00e1rum hafa fj\u00f6lmargar ranns\u00f3knir og samantektir sko\u00f0a\u00f0 hva\u00f0a kennslua\u00f0fer\u00f0ir sty\u00f0ja best vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m barna \u00e1 yngsta stigi grunnsk\u00f3la (Gersten o.fl., 2009; Education Endowment Foundation, 2020). A\u00f0fer\u00f0irnar eru fj\u00f6lbreyttar og engin ein \u00feeirra dugar ein og s\u00e9r. Eitt er \u00fe\u00f3 \u00e1berandi \u00ed ni\u00f0urst\u00f6\u00f0unum: Skilningur byggist sm\u00e1m saman upp og ekki af sj\u00e1lfu s\u00e9r; kennarinn \u00fearf a\u00f0 skipuleggja uppbygginguna me\u00f0vita\u00f0. H\u00e9r ver\u00f0ur staldra\u00f0 vi\u00f0 \u00ferj\u00e1r lei\u00f0ir sem allar byggja \u00e1: hlutbundinni vinnu, markvissum leik og samr\u00e6\u00f0um um st\u00e6r\u00f0fr\u00e6\u00f0i.<\/p>\n\n\n\n
CPA-l\u00edkani\u00f0: fr\u00e1 hlutbundinni reynslu yfir \u00ed t\u00e1kn<\/strong><\/h4>\n\n\n\n
Ein sk\u00fdrasta birtingarmynd \u00feessarar hugsunar m\u00e1 sj\u00e1 \u00ed svok\u00f6llu\u00f0u CPA-l\u00edkani (e. concrete-pictorial-abstact) sem byggir \u00e1 hugmyndum Bruners (1966). Hugmyndin er einf\u00f6ld en mikilv\u00e6g. \u00cd l\u00edkaninu vinna b\u00f6rn fyrst me\u00f0 \u00e1\u00fereifanlega hluti, tengja s\u00ed\u00f0an s\u00f6mu hugmynd vi\u00f0 myndr\u00e6na framsetningu og a\u00f0 lokum vi\u00f0 formleg st\u00e6r\u00f0fr\u00e6\u00f0ileg t\u00e1kn. \u00deegar barn vinnur me\u00f0 kubba, talnagrindur e\u00f0a t\u00edu-ramma er \u00fea\u00f0 ekki einfaldlega a\u00f0 undirb\u00faa sig fyrir \u201ealv\u00f6ru“ st\u00e6r\u00f0fr\u00e6\u00f0i s\u00ed\u00f0ar meir. Verkleg reynsla er hluti af n\u00e1minu sj\u00e1lfu. Ranns\u00f3knir benda til \u00feess a\u00f0 \u00feegar kennsla byggir \u00e1 sl\u00edkri stigvaxandi \u00fer\u00f3un styrkist hugtakaskilningur barna og grunnur \u00feeirra fyrir \u00e1framhaldandi st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m ver\u00f0ur traustari. \u00c1hrifin r\u00e1\u00f0ast \u00fe\u00f3 af \u00fev\u00ed hvernig efnivi\u00f0urinn er nota\u00f0ur og eru mest \u00feegar kennarinn sty\u00f0ur beinl\u00ednis tenginguna milli hlutarins og hugmyndarinnar a\u00f0 baki honum (Carbonneau o.fl., 2013).<\/p>\n\n\n
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Leikur me\u00f0 lei\u00f0s\u00f6gn: \u00feegar leikurinn ver\u00f0ur hluti af st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1minu<\/strong><\/h4>\n\n\n\n
Vi\u00f0 upphaf grunnsk\u00f3lag\u00f6ngu ver\u00f0ur leikurinn oft \u00f3s\u00fdnilegri og formleg verkefni taka sm\u00e1m saman meira pl\u00e1ss. Ranns\u00f3knir benda \u00fe\u00f3 til \u00feess a\u00f0 leikur geti \u00e1fram gegnt mikilv\u00e6gu hlutverki \u00ed n\u00e1mi, a\u00f0 \u00fev\u00ed gefnu a\u00f0 hann s\u00e9 bygg\u00f0ur \u00feannig upp a\u00f0 hann beini athygli barnsins a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0inni sj\u00e1lfri (Weisberg o.fl., 2013). Sk\u00fdrt d\u00e6mi um \u00fea\u00f0 er einfaldur talnabor\u00f0sleikur me\u00f0 t\u00f6lum \u00ed beinni l\u00ednu, sem reyndist b\u00e6ta talnaskilning leiksk\u00f3labarna umtalsvert, en a\u00f0eins \u00feegar t\u00f6lur voru \u00e1 reitunum en ekki litir (Ramani og Siegler, 2008). <\/p>\n\n\n\n
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\u00deegar b\u00f6rn vinna me\u00f0 mynstur, kubba, talnaleiki e\u00f0a hlutverkaleik skapast fj\u00f6lm\u00f6rg t\u00e6kif\u00e6ri til st\u00e6r\u00f0fr\u00e6\u00f0ilegrar hugsunar. \u00dea\u00f0 er \u00fe\u00f3 ekki leikurinn einn og s\u00e9r sem skapar n\u00e1mi\u00f0 heldur samtal kennarans vi\u00f0 b\u00f6rnin, spurningar sem eru lag\u00f0ar fyrir og s\u00fa hugsun sem kennarinn hj\u00e1lpar barninu a\u00f0 \u00fer\u00f3a. Leikur er \u00fev\u00ed ekki andst\u00e6\u00f0a skipulag\u00f0rar kennslu heldur \u00f6nnur lei\u00f0 til a\u00f0 skapa a\u00f0st\u00e6\u00f0ur \u00fear sem st\u00e6r\u00f0fr\u00e6\u00f0iskilningur getur or\u00f0i\u00f0 til.<\/p>\n<\/div>\n\n\n\n
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Talnaspjall og or\u00f0ad\u00e6mi: \u00feegar samr\u00e6\u00f0ur ver\u00f0a hluti af kennslunni<\/strong><\/h4>\n\n\n\n
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Mikilv\u00e6gt er a\u00f0 leggja \u00e1herslur \u00e1 samr\u00e6\u00f0ur \u00ed kennslustofunni. A\u00f0fer\u00f0ir eins og talnaspjall (e. number talks) hafa vaki\u00f0 athygli kennara vegna \u00feess a\u00f0 \u00fe\u00e6r f\u00e6ra \u00e1hersluna fr\u00e1 \u00fev\u00ed a\u00f0 finna r\u00e9tt svar yfir \u00ed a\u00f0 gera hugsun barnsins s\u00fdnilega (Parrish, 2010). \u00deegar b\u00f6rn \u00fatsk\u00fdra eigin lausnalei\u00f0ir, hlusta \u00e1 hugmyndir annarra og bera saman mismunandi lei\u00f0ir ver\u00f0ur st\u00e6r\u00f0fr\u00e6\u00f0in ekki a\u00f0eins r\u00f6\u00f0 a\u00f0ger\u00f0a heldur vettvangur fyrir hugsun, samanbur\u00f0 og skilning.<\/p>\n<\/div>\n\n\n\n
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\u00c1 sama h\u00e1tt s\u00fdna ranns\u00f3knir \u00e1 or\u00f0ad\u00e6mum a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ileg hugsun d\u00fdpkar \u00feegar verkefnin tengjast a\u00f0st\u00e6\u00f0um sem b\u00f6rn \u00feekkja \u00far eigin reynslu (Carpenter o.fl., 2014). B\u00f6rn eru \u00fe\u00e1 ekki eing\u00f6ngu a\u00f0 vinna me\u00f0 t\u00f6lur heldur a\u00f0 t\u00falka a\u00f0st\u00e6\u00f0ur, r\u00e6\u00f0a merkingu og setja eigin hugsun \u00ed or\u00f0.<\/p>\n\n\n
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\u00dea\u00f0 sem tengir allt saman<\/strong><\/h2>\n\n\n\n
\u00de\u00f3tt \u00feessar kennslua\u00f0fer\u00f0ir l\u00edti \u00f3l\u00edkt \u00fat \u00e1 yfirbor\u00f0inu stefna \u00fe\u00e6r allar \u00ed s\u00f6mu \u00e1tt. \u00c1r\u00ed\u00f0andi \u00fe\u00e1ttur \u00ed g\u00f3\u00f0ri kennslu yngstu barna felst ekki eing\u00f6ngu \u00ed fj\u00f6lbreytni verkefna e\u00f0a \u00fev\u00ed hversu hratt vinna me\u00f0 n\u00e1msefni\u00f0 gengur fyrir sig. Miklu mikilv\u00e6gara er a\u00f0 skapa a\u00f0st\u00e6\u00f0ur \u00fear sem barn f\u00e6r svigr\u00fam til a\u00f0 pr\u00f3fa sig \u00e1fram, vinna me\u00f0 hugmyndir \u00e1 \u00e1\u00fereifanlegan h\u00e1tt, r\u00e6\u00f0a eigin hugsun og tengja n\u00fdja \u00feekkingu vi\u00f0 fyrri reynslu. <\/p>\n\n\n\n
Markmi\u00f0 kennslunnar ver\u00f0ur \u00fe\u00e1 ekki einfaldlega a\u00f0 komast yfir n\u00e1msefni heldur a\u00f0 byggja upp \u00feann st\u00e6r\u00f0fr\u00e6\u00f0iskilning sem allt \u00e1framhaldandi n\u00e1m mun s\u00ed\u00f0ar hv\u00edla \u00e1. D\u00fdpri skilningur ver\u00f0ur fremur til \u00fear sem kennsla skapar r\u00fdmi fyrir samr\u00e6\u00f0ur, r\u00f6kstu\u00f0ning og virka \u00fe\u00e1ttt\u00f6ku. Hvernig vi\u00f0 kennum skiptir \u00fev\u00ed ekki s\u00ed\u00f0ur m\u00e1li en hva\u00f0 vi\u00f0 kennum.<\/p>\n\n\n
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Eitt \u00fearf \u00fe\u00f3 a\u00f0 hafa \u00ed huga \u00feegar tala\u00f0 er um a\u00f0 byggja st\u00e6r\u00f0fr\u00e6\u00f0iskilning h\u00e6gt upp. \u00dea\u00f0 sem \u00e1\u00f0ur var sagt um hugr\u00e6nt \u00e1lag m\u00e6tti au\u00f0veldlega lesa \u00feannig a\u00f0 au\u00f0veld verkefni s\u00e9u alltaf betri, en \u00fea\u00f0 er misskilningur. Vitsmunaleg \u00e1skorun (e. intellectual challenge) og hugr\u00e6nt \u00e1lag eru ekki \u00fea\u00f0 sama, \u00fe\u00f3tt \u00feau s\u00e9u skyld. Verkefni sem krefst \u00feess a\u00f0 barn hugsi, beri saman og r\u00f6ksty\u00f0ji er krefjandi \u00e1 \u00feann h\u00e1tt sem byggir upp skilning. Verkefni sem krefst \u00feess a\u00f0 barn haldi m\u00f6rgum \u00f3kunnum atri\u00f0um \u00ed huga samt\u00edmis er krefjandi \u00e1 \u00feann h\u00e1tt sem hindrar hann. Verkefni kennarans er ekki a\u00f0 draga \u00far \u00e1skoruninni heldur a\u00f0 draga \u00far \u00fev\u00ed sem stendur \u00ed vegi fyrir henni. \u00dear skiptir l\u00edka m\u00e1li hvernig barninu l\u00ed\u00f0ur, \u00fev\u00ed \u00e1hyggjur af \u00fev\u00ed a\u00f0 gera mist\u00f6k taka sj\u00e1lfar pl\u00e1ss \u00ed vinnsluminni og bitna ekki s\u00edst \u00e1 b\u00f6rnum sem eru a\u00f0 tileinka s\u00e9r fl\u00f3knari reiknia\u00f0fer\u00f0ir (Ramirez o.fl., 2013).<\/p>\n\n\n\n
Eftirfarandi tafla er yfirlit yfir \u00feessar kennslua\u00f0fer\u00f0ir. H\u00e9r er ekki spurningin um a\u00f0 velja og hafna heldur a\u00f0 finna jafnv\u00e6gi og meta hven\u00e6r hver a\u00f0fer\u00f0 hentar.<\/p>\n\n\n
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Lokaor\u00f0<\/strong><\/h2>\n\n\n\n
A\u00f0 taka \u00e1 m\u00f3ti b\u00f6rnum \u00ed 1. bekk er krefjandi en einstaklega gefandi verkefni. \u00c1 fyrstu m\u00e1nu\u00f0unum eru b\u00f6rn ekki a\u00f0eins a\u00f0 hefja formlegt n\u00e1m heldur einnig a\u00f0 \u00fer\u00f3a fyrstu hugmyndir s\u00ednar um hva\u00f0 n\u00e1m raunverulega er. \u00deau eru ekki einungis a\u00f0 l\u00e6ra t\u00f6lur, a\u00f0ger\u00f0ir e\u00f0a n\u00fd hugt\u00f6k heldur einnig a\u00f0 m\u00f3ta vi\u00f0horf sitt til mistaka, \u00e1skorana, eigin getu og \u00feess hvernig \u00feekking ver\u00f0ur til.<\/p>\n\n\n\n
St\u00e6r\u00f0fr\u00e6\u00f0iskilningur ver\u00f0ur sjaldnast til me\u00f0 \u00fev\u00ed einu a\u00f0 b\u00f6rn taki vi\u00f0 uppl\u00fdsingum e\u00f0a \u00e6fi fyrir fram \u00e1kve\u00f0nar a\u00f0fer\u00f0ir. Dj\u00fapt st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m byggist \u00e1 reynslu, samtali, virkri \u00fe\u00e1ttt\u00f6ku og \u00feeirri h\u00e6gu uppbyggingu st\u00e6r\u00f0fr\u00e6\u00f0iskilnings sem \u00e1 s\u00e9r sta\u00f0 \u00feegar barn f\u00e6r svigr\u00fam til a\u00f0 kanna hugmyndir, pr\u00f3fa sig \u00e1fram og tengja n\u00fdja \u00feekkingu vi\u00f0 eigin reynsluheim.<\/p>\n\n\n\n
\u00deetta kallar \u00e1 mikilv\u00e6ga \u00edgrundun okkar kennara um \u00fea\u00f0 hvernig vi\u00f0 skipuleggjum fyrstu \u00e1r sk\u00f3lag\u00f6ngu barna. Kennslufr\u00e6\u00f0ilegar \u00e1kvar\u00f0anir \u00e1 yngsta stigi sn\u00faast ekki eing\u00f6ngu um \u00fea\u00f0 hva\u00f0a n\u00e1msefni vi\u00f0 f\u00f6rum yfir heldur einnig um \u00feau skilabo\u00f0 sem vi\u00f0 sendum b\u00f6rnum um n\u00e1mi\u00f0 sj\u00e1lft. Ef sk\u00f3lastarfi\u00f0 leggur of snemma \u00e1herslu \u00e1 hra\u00f0a, r\u00e9tt sv\u00f6r og s\u00fdnilegan \u00e1rangur er h\u00e6tta \u00e1 a\u00f0 vi\u00f0 \u00ferengjum \u00f3sj\u00e1lfr\u00e1tt \u00fea\u00f0 r\u00fdmi sem b\u00f6rn \u00feurfa til a\u00f0 byggja upp raunverulegan skilning \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i.<\/p>\n\n\n\n
Kannski er st\u00e6rsta verkefni okkar \u00fev\u00ed ekki a\u00f0eins a\u00f0 kenna b\u00f6rnum st\u00e6r\u00f0fr\u00e6\u00f0i heldur a\u00f0 skapa a\u00f0st\u00e6\u00f0ur \u00fear sem \u00feau upplifa st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m sem ferli sem byggir \u00e1 forvitni, hugsun, merkingu og tr\u00fa \u00e1 eigin getu. S\u00fa reynsla getur m\u00f3ta\u00f0 ekki a\u00f0eins fyrstu kynni \u00feeirra af st\u00e6r\u00f0fr\u00e6\u00f0i heldur samband \u00feeirra vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m langt fram eftir sk\u00f3lag\u00f6ngunni.<\/p>\n\n\n\n
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Heimildaskr\u00e1<\/strong><\/h2>\n\n\n\n
Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching<\/em>. Jossey-Bass.<\/p>\n\n\n\n
Bruner, J. S. (1966). Toward a theory of instruction<\/em>. Harvard University Press.<\/p>\n\n\n\n
Carbonneau, K. J., Marley, S. C. og Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105<\/em>(2), 380\u2013400.<\/p>\n\n\n\n
Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L. og Empson, S. B. (2014). Children’s mathematics: Cognitively guided instruction<\/em> (2. \u00fatg\u00e1fa). Heinemann.<\/p>\n\n\n\n
Education Endowment Foundation. (2020). Improving mathematics in the early years and key stage 1<\/em>. Education Endowment Foundation.<\/p>\n\n\n\n
Gathercole, S. E. og Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers<\/em>. Sage.<\/p>\n\n\n\n
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R. og Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools<\/em> (NCEE 2009-4060). National Center for Education Evaluation and Regional Assistance.<\/p>\n\n\n\n
Jordan, N. C., Kaplan, D., Ramineni, C. og Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45<\/em>(3), 850\u2013867.<\/p>\n\n\n\n
J\u00f3hann \u00d6rn Sigurj\u00f3nsson og Berglind G\u00edslad\u00f3ttir. (2025). Vitsmunaleg \u00e1skorun: A\u00f0 virkja hugsun nemenda. \u00cd Anna Krist\u00edn Sigur\u00f0ard\u00f3ttir, Herm\u00edna Gunn\u00fe\u00f3rsd\u00f3ttir og R\u00fanar Sig\u00fe\u00f3rsson (ritstj.), G\u00e6\u00f0i kennslu: N\u00e1mst\u00e6kif\u00e6ri fyrir alla nemendur<\/em> (bls. 95\u2013110). H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n\n\n\n
Parrish, S. (2010). Number talks: Helping children build mental math and computation strategies<\/em>. Math Solutions.<\/p>\n\n\n\n
Piaget, J. (1952). The child’s conception of number<\/em>. Routledge & Kegan Paul.<\/p>\n\n\n\n
Ramani, G. B. og Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79<\/em>(2), 375\u2013394.<\/p>\n\n\n\n
Ramirez, G., Gunderson, E. A., Levine, S. C. og Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14<\/em>(2), 187\u2013202.<\/p>\n\n\n\n
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12<\/em>(2), 257\u2013285.<\/p>\n\n\n\n
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes<\/em>. Harvard University Press.<\/p>\n\n\n\n
Weisberg, D. S., Hirsh-Pasek, K. og Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7<\/em>(2), 104\u2013112.<\/p>\n\n\n\n\n\n\n\n
Au\u00f0ur Lilja Har\u00f0ard\u00f3ttir. Fr\u00e1 leiksk\u00f3la til grunnsk\u00f3la Hva\u00f0 breytist vi\u00f0 sk\u00f3labyrjun? Hausti\u00f0 er komi\u00f0 og til okkar streyma b\u00f6rn og ungmenni uppfull af gle\u00f0i eftir \u00e6vint\u00fdri sumarsins. \u00deau hlakka til a\u00f0 hitta alla vini s\u00edna aftur og flest eru \u00feau gl\u00f6\u00f0 a\u00f0 vera komin aftur \u00ed sk\u00f3lann sinn. Me\u00f0 \u00feessum h\u00f3pi kemur n\u00fdr h\u00f3pur barna…<\/p>\n","protected":false},"author":1,"featured_media":7191,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[243,261,256,248,247,246,250,259,253,244,251,245,252,255,60,257,260,21,14,52,122,254,249,258],"class_list":["post-7103","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-1-bekkur","tag-bein-kennsla","tag-byggja-upp-staerdfraediskilning","tag-cpa-likanid","tag-fra-hlutbundinni-reynslu-yfir-i-takn","tag-fra-reynslu-til-skilnings","tag-hlutbundid-stig","tag-hlutbundin-vinna","tag-leikur-med-leidsogn","tag-leikur-og-staerdfraediskilningur","tag-myndraent-stig","tag-nam-ungra-barna","tag-ohlutbundid-stig","tag-ordadaemi","tag-rokstudningur","tag-samraedur","tag-samraedur-og-leikur","tag-staerdfraedi","tag-staerdfraedikennsla","tag-staerdfraedinam","tag-staerdfraediskilningur","tag-talnaspjall","tag-verkleg-reynsla","tag-virk-thatttaka"],"_links":{"self":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/7103","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=7103"}],"version-history":[{"count":58,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/7103\/revisions"}],"predecessor-version":[{"id":7203,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/7103\/revisions\/7203"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/7191"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=7103"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=7103"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=7103"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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