Likovno-pedagoška praksa v slovenskih vrtcih skozi prizmo pedagoškega pristopa Reggio Emilia

Uršula Podobnik (Author), Rajka Bračun Sova (Author)

Abstract

Prispevek predstavlja rezultate raziskave o nekaterih elementih likovnopedagoške prakse v slovenskih vrtcih, ki je bila izvedena v okviru prvega sklopa Profesionalnega usposabljanja strokovnih delavcev za izvajanje elementov posebnih pedagoških načel koncepta Reggio Emilia na področju predšolske vzgoje 2008–2013. Raziskava prinaša zanimive ugotovitve. Iz odgovorov vzgojiteljev razberemo razmeroma ustrezno teoretično poznavanje značilnosti likovnega izražanja v predšolskem obdobju, pedagoška dokumentacija tematske likovne naloge pa pokaže, da načelno védenje v praksi precej razvodeni in se mestoma izkaže kot nasprotje potrebam in zmožnostim predšolskih otrok. Avtorici izpostavita temeljna likovno-pedagoška izhodišča, predvidena za likovno prakticiranje predšolskih otrok, ter možnosti, kakršne na tem področju razvija pedagoški pristop Reggio Emilia, pri tem pa kritično ugotovita, da je tudi v imenovanem pedagoškem pristopu mogoče zaslediti določeno konceptualno razhajanje.

Keywords

Reggio Emilia pedagoški koncept;

Data

Language:	Slovenian
Year of publishing:	2010
Typology:	1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:	UL PEF - Faculty of Education
Publisher:	Pedagoška fakulteta
UDC:	373.2
COBISS:	8502345
Parent publication:	Pedagoški koncept Reggio Emilia in Kurikulum za vrtce
Views:	2360
Downloads:	283
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	Art education-related activities in Slovenian kindergartens from the perspective of the Reggio Emilia educational approach
Secondary abstract:	In the article the results of the research on the selected elements of the art education-related activities in Slovenian kindergartens are presented, which was conducted within the first phase of the education programme titled “Professional training for practitioners for the purpose of implementing elements of special pedagogical principles of the Reggio Emilia concept in the field of preschool education for the period 2008-2013”. The findings of the research were interesting. From the responses of the preschool teachers it is evident that they dispose of rather suitable theoretical knowledge on the characteristic features of artistic expression in the preschool period, whereas on the basis of the educational documentation of a thematic artistic task it can be inferred that their fundamental knowledge is rather weak in practice; consequently, it is partly in opposition to the needs and abilities of preschool children. The authors emphasize the basic educational starting points of art activities for preschool children and the options provided by the Reggio Emilia Approach in this area, whereby they critically evaluate the mentioned educational approach as the one exhibiting certain conceptual disparity.
Secondary keywords:	pre-school child;art education;principles of education;predšolski otrok;likovna vzgoja;vrste vzgoje in izobraževanja;
File type:	application/pdf
Type (COBISS):	Not categorized
Pages:	Str. 255-274
ID:	8725375