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The paper focuses on the development of teachers’ competences in pre-primary education in Task-based Learning (TBL) and Project-based Learning (PBL). It presents the objectives and first results of the Learning by Doing – Attainment of Basic Competences in ECEC project supported by the ERASMUS+ Programme. The project aims to support the theoretical basis of TBL and PBL and their implementation in pre-schools in Slovenia, Slovakia, and the Czech Republic. The paper presents theoretical backgrounds and the analysis of data obtained in the pilot, which focused on pre-school teachers’ existing experience in TBL and PBL. The study shows that verbal and demonstration methods still predominate in the practice of teachers from the research sample. The PBL method was mostly used by Slovenian teachers, and many respondents showed a misunderstanding of the basis of both methods and their use. Some of the obstacles mentioned were the insufficient expertise of teachers, size and diversity of the classes, material conditions, and lack of time.

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Poglavje zajema pregled literature, ki se nanaša na utemeljitev matematike kot univerzalnega jezika in osvetli hipotezo interodvisnosti med mislijo in jezikom z matematičnega vidika. V poglavju je posebna pozornost namenjena učečim se, ki jih matematiko poučujemo v jeziku, ki jim ni materni. Velik izziv za te otroke še posebej predstavlja reševanje besedilnih nalog. Če ne razumejo jezika, ki se uporablja za predstavitev besedilnih nalog, ne morejo nalog rešiti ne glede na to, kako dobro poznajo matematične koncepte v ozadju. Predstavljene so tudi učinkovite prakse za omilitev primanjkljajev, ki nastanejo pri učečih se, katerih materni jezik ni slovenščina.