Aktivno učenje in participacija otrok v vrtcu

diplomsko delo

Ana Rigler (Author), Sanja Berčnik (Mentor)

Abstract

Vsako učenje se začenja z izkušnjo. Največ se otroci naučijo takrat, ko so sami aktivni in ko do rešitve, bodisi pravilne ali nepravilne, pridejo sami. Ob ponavljajočih se dejavnostih si otroci dogodke in dejavnosti najbolj zapomnijo, saj s tem utrjujejo že znano in poleg tega vedno znova in znova iščejo nove rešitve, razplete. V diplomskem delu sem se osredotočila na pogled strokovnih delavcev vrtca na aktivno učenje in participacijo otrok v vrtcu. Diplomsko delo je sestavljeno iz dveh delov. Na podlagi strokovne literature je v teoretičnem delu najprej opredeljen pojem učenja na splošno. Pri poglavju o aktivnem učenju predšolskih otrok so opisane temeljne prvine aktivnega učenja po High/Scopovem kurikulumu, raziskovanje kot strategija aktivnega učenja, prostor za raziskovanje in vloga vzgojitelja pri spodbujanju le-tega. Pojem participacije sem predstavila na splošno in v povezavi s Kurikulumom za vrtce ter skozi aktivno vključevanje otrok in staršev ter pojmovanjem otroka kot kompetentnega posameznika v pedagoškem konceptu Reggio Emilia. Drugi del diplomskega dela predstavlja empirični del, v katerem sem povzela rezultate, ki sem jih pridobila z anketiranjem strokovnih delavcev, zaposlenih v Vrtcu Ribnica. Iz dobljenih rezultatov lahko sklepam, da se strokovni delavci izbranega vrtca zavzemajo za čim večje vključevanje otrok v načrtovanje in izvajanje dejavnosti v oddelku ter prav tako skozi različne dejavnosti in tehnike spodbujajo aktivno učenje otrok.

Keywords

participacija;pedagoški koncept Reggio Emilia;vrtci;

Data

Language:	Slovenian
Year of publishing:	2022
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Rigler]
UDC:	373.2.016(043.2)
COBISS:	121823235
Views:	1
Downloads:	0
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Active learning and participation of kindergarten children
Secondary abstract:	All learning begins with experience. Children learn the most when they are active themselves and when they come to the solution, whether correct or incorrect, on their own. With repeated activities, children remember events and activities the best, because they consolidate what they already know and, in addition, they are always looking for new solutions, unravelings. In my thesis, I focused on the view of kindergarten professionals on active learning and children's participation in kindergarten. The thesis consists of two parts. Based on professional literature, the concept of learning in general is first defined in the theoretical part. In the chapter on active learning of preschool children, the basic elements of active learning according to the High/Scope curriculum, research as an active learning strategy, space for research and the role of the educator in promoting it are described. I presented the notion of participation in general and in connection with the Kindergarten Curriculum and through the active involvement of children and parents and the conception of the child as a competent individual in the Reggio Emilia pedagogical concept. The second part of the diploma thesis represents the empirical part, in which I summarized the results obtained by surveying professionals employed in the Ribnica Kindergarten. From the obtained results, I can conclude that the professionals of the selected kindergarten are committed to involving children as much as possible in the planning and implementation of activities in the department, and they also encourage children's active learning through various activities and techniques.
Secondary keywords:	Predšolski otroci;Aktivno učenje;Univerzitetna in visokošolska dela;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages:	VIII, 49, [5] str. pril.
ID:	16524649