Planning and evaluating educational work in Slovene preschools

Marcela Batistič-Zorec (Author), Andreja Hočevar (Author)

Abstract

The present article examines the changes in Slovene preschools subsequent to Slovenia’s independence in 1991. In the socialist period, the national education programme for preschools was highly structured, goaland content-oriented and subject to schoolization. The Curriculum for Preschools (1999) brought conceptual changes towards education “based on the child” and the process approach, as well as giving more autonomy to preschool teachers and their assistants. In the empirical study, we examine changes in planning and evaluating educational work compared to the past. The results show that the majority of professional workers have reduced the high level of structure and rigidity in planning, and that there is better cooperation between preschool teachers and teachers’ assistants. Unlike in the past, most professional workers regularly evaluate their educational work. As the data was gathered in two phases, before and after the training of professional workers in the Reggio Emilia concept, we also search for the (probably indirect) influences of this training. We conclude that after the training the participation of children in planning and evaluating educational work is higher.

Keywords

predšolska vzgoja;načrtovanje;kurikulum;otroški vrtci;Slovenija;

Data

Language:	English
Year of publishing:	2012
Typology:	1.01 - Original Scientific Article
Organization:	UL FF - Faculty of Arts
Publisher:	Pedagoška fakulteta Univerze
UDC:	373.2(497.4)
COBISS:	9391177
ISSN:	1855-9719
Parent publication:	CEPS journal
Views:	1701
Downloads:	305
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	Načrtovanje in evalviranje vzgojnega dela v slovenskih vrtcih
Secondary abstract:	V prispevku so predstavljene spremembe, ki so se zgodile v Sloveniji po osamosvojitvi leta 1991. V socializmu je bil državni vzgojno-izobraževalni program za vrtce zelo strukturiran, ciljno in vsebinsko orientiran ter »pošolan«. V Kurikulumu za vrtce (1999) so vidne konceptualne spremembe v smeri izobraževanja, »osnovanega na otroku«, procesnega pristopa in večje avtonomije za predšolske vzgojitelje in njihove pomočnike. V empiričnem delu so predstavljene spremembe na področju načrtovanja in evalviranja vzgojno-izobraževalnega dela v primerjavi s preteklostjo. Izsledki kažejo, da je večina strokovnih delavcev zmanjšala visoko raven strukturiranosti in togosti pri načrtovanju. Boljše je sodelovanje med vzgojitelji in njihovimi pomočniki. V primerjavi s preteklostjo večina profesionalnih delavcev redno evalvira svoje vzgojno-izobraževalno delo. Podatki so bili zbrani v dveh fazah (pred izobraževanjem in po izobraževanju) v okviru izobraževanja profesionalnih delavcev o konceptu Reggio Emilia, zato so bili raziskani tudi vplivi – verjetno posredni – tega izobraževanja. Končna ugotovitev je, da sta bila po izobraževanju vključenost otrok v načrtovanje in evalviranje dela zastopana v večji meri.
Secondary keywords:	pre-school education;curriculum;evaluation;predšolska vzgoja;kurikulum;evalvacija;
URN:	URN:NBN:SI
Type (COBISS):	Article
Pages:	str. 125-144
Volume:	ǂVol. ǂ2
Issue:	ǂno. ǂ2
Chronology:	2012
DOI:	10.26529/cepsj.389
ID:	1727084