Moj zabavni dan v vrtcu

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Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[S. Pavšič]
UDC:	373.2.016(043.2)
COBISS:	9267017
Views:	991
Downloads:	726
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	My funny day in the kindergarten
Secondary abstract:	Participation is the children's right to express their thoughts, opinions, feelings and interests, with which they influence on their lives. This right taken from the Convention on the Right of the Child, should be considered by the adults at least in kindergartens and similar institutions, if not elsewhere. The right is not explicitly stated in the kindergartens’ curriculum, yet the kindergarten teachers are obliged to democratization of the educational process and indirectly also to the participation. Participation is the essential principle of the Reggio Emilia Approach, where children themselves decide about almost everything that concerns their lives and are treated equally with the adults in their conversation. The pedagogics of listening is an important part of participation, which brings the adults closer to the recognition of “children’s perspective”. The children's participation in life and in some of our kindergartens is on a relatively low level. Even though it is valued by the kindergarten teachers and considered a meaningful criterion of the work quality in kindergartens, the researches indicate that it is not used enough in practice. The main problem of including the participation in the curriculum is setting the limits on what children can decide on and what not. Active learning is also becoming a significant part of the everyday life in kindergarten. It is very complex and participational from the children’s point of view, yet it arises on their own initiative. Only a child alone can experience things, learn from them and build its knowledge. Their innate wish of exploring is the reason for children’s activeness; the exploration itself is beside game the basic principle of learning in the kindergarten. My funny day in the kindergarten was a project, with which I tried to perform participation and active learning through research. The children were given the chance to plan their fun days; afterwards all their ideas were carried out and estimated. The children were in charge of all the phases of the research and they especially liked to choose themselves what to do in the kindergarten. They loved this approach because they saw that my colleague and I trust them, follow their ideas and suggestions and that we treat them completely equally. It is good for the teacher to be aware of the fact that the kindergarten is essentially intended for the children. The adults play there an important role, yet they should take into consideration that the place and time are shared with and for the children (Bahovec Dolar, & Golobič Bregar, 2004).
Secondary keywords:	pre-school child;activity method;participation;democratization;predšolski otrok;aktivna metoda;soodločanje;demokratizacija;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	VIII, 121 str.
Type (ePrints):	thesis
Title (ePrints):	My funny day in the kindergarten: children’s participation
Keywords (ePrints):	participacija
Keywords (ePrints, secondary language):	participation
Abstract (ePrints):	Participacija je pravica otrok, da izražajo svoje misli, stališča, občutke in interese, s katerimi vplivajo na svoje življenje. To pravico jim podeljuje Konvencija o otrokovih pravicah, ki bi jo odrasli morali upoštevati, vsaj v vrtcih in podobnih institucijah, če ne drugje. V Kurikulumu za vrtce sicer ni neposredno opredeljena, vendar kurikulum vzgojitelje zavezuje k demokratizaciji vzgojno-izobraževalnega procesa in posredno tudi k participaciji. Participacija je osnovno načelo koncepta Reggio Emilia, kjer otroci soodločajo praktično o vsem, kar zadeva njihovo življenje in so enakovredni sogovorniki odraslih. Pomemben del participacije je pedagogika poslušanja, ki odraslim približuje prepoznavanje »otroške perspektive«. V življenju in delu naših vrtcev je participacija otrok na relativno nizki stopnji. Kljub temu, da jo vzgojitelji in vzgojiteljice cenijo in se jim zdi pomemben kriterij kakovosti dela v vrtcih, raziskave kažejo, da jo sami premalo prakticirajo. Glavni problem pri vključevanju participacije je določanje mej, o čem otroci lahko soodločajo in o čem ne. Pomemben del vrtčevskega vsakdana postaja tudi aktivno učenje, ki je kompleksno in participativno s strani otrok ter nastaja iz njihove osebne pobude. Namreč otrok lahko le sam doživi svoje izkušnje, se preko njih uči in konstruira svoje znanje. Otroci so aktivni zaradi prirojene želje po raziskovanju in prav raziskovanje je, poleg igre, temeljni princip učenja v vrtcu. S projektom Moj zabavni dan v vrtcu sem poskušala udejanjiti tako participacijo kot aktivno učenje z raziskovanjem. Otroci so načrtovali vsak svoj zabavni dan, nato smo zabavne dneve izpeljali in jih ocenili. Pri vseh fazah raziskovanja so imeli glavno besedo otroci. Otrokom je bilo všeč, da so sami odločali o tem, kaj bi radi počeli v vrtcu. Navdušeni so bili nad takšnim načinom dela, saj so videli, da jim z vzgojiteljico zaupava, da slediva njihovim idejam in predlogom ter da jih imava za popolnoma enakovredne partnerje. Dobro je, da se vzgojitelj zaveda, da je vrtec prostor, ki je namenjen predvsem otrokom. Odrasli imamo v njem pomembno vlogo, vendar se moramo zavedati, da si prostor in čas delimo z otroki in za otroke (Bahovec Dolar, & Golobič Bregar, 2004).
Abstract (ePrints, secondary language):	Participation is the children's right to express their thoughts, opinions, feelings and interests, with which they influence on their lives. This right taken from the Convention on the Right of the Child, should be considered by the adults at least in kindergartens and similar institutions, if not elsewhere. The right is not explicitly stated in the kindergartens’ curriculum, yet the kindergarten teachers are obliged to democratization of the educational process and indirectly also to the participation. Participation is the essential principle of the Reggio Emilia Approach, where children themselves decide about almost everything that concerns their lives and are treated equally with the adults in their conversation. The pedagogics of listening is an important part of participation, which brings the adults closer to the recognition of “children’s perspective”. The children's participation in life and in some of our kindergartens is on a relatively low level. Even though it is valued by the kindergarten teachers and considered a meaningful criterion of the work quality in kindergartens, the researches indicate that it is not used enough in practice. The main problem of including the participation in the curriculum is setting the limits on what children can decide on and what not. Active learning is also becoming a significant part of the everyday life in kindergarten. It is very complex and participational from the children’s point of view, yet it arises on their own initiative. Only a child alone can experience things, learn from them and build its knowledge. Their innate wish of exploring is the reason for children’s activeness; the exploration itself is beside game the basic principle of learning in the kindergarten. My funny day in the kindergarten was a project, with which I tried to perform participation and active learning through research. The children were given the chance to plan their fun days; afterwards all their ideas were carried out and estimated. The children were in charge of all the phases of the research and they especially liked to choose themselves what to do in the kindergarten. They loved this approach because they saw that my colleague and I trust them, follow their ideas and suggestions and that we treat them completely equally. It is good for the teacher to be aware of the fact that the kindergarten is essentially intended for the children. The adults play there an important role, yet they should take into consideration that the place and time are shared with and for the children (Bahovec Dolar, & Golobič Bregar, 2004).
Keywords (ePrints, secondary language):	participation
ID:	8310355