Gibalna dejavnost v vrtcu po pedagoških načelih koncepta Reggio Emilia

Abstract

Specifičnost otrokovega razvoja, ki poteka izrazito celostno na vseh področjih hkrati (na telesnem, gibalnem, spoznavnem, čustvenem in na socialnem), zahteva sistematičen in harmoničen pristop k vsem omenjenim področjem, saj sprememba na enem vpliva na spremembe na vseh preostalih področjih. V pedagoškem konceptu Reggio Emilia ni eksplicitno izpostavljenega področja gibanja, zato je namen tega prispevka umestiti gibanje v omenjeni pedagoški koncept, saj brez ustreznega poseganja v omenjeno področje ne bi mogli izpeljati temeljnih načel koncepta, ki izhajajo iz kompetentnega otroka. Le celosten pristop namreč omogoča skladen in harmoničen razvoj otoka, ki bo zmožen postati aktiven (so)ustvarjalec lastnih kompetenc.

Keywords

Reggio Emilia (vzgojni koncept);

Data

Language:	Slovenian
Year of publishing:	2009
Typology:	1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:	UL PEF - Faculty of Education
Publisher:	Pedagoška fakulteta
UDC:	373.2.091
COBISS:	7866953
Views:	1967
Downloads:	285
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Motoric activity in the kindergarten in line with the pedagogical principles of the Reggio Emilia concept
Secondary abstract:	The specificity of the child's development continuing in an explicitly comprehensive manner in all the areas at the same time (in the area of physical, motor, cognitive, emotional and social development) demands a planned and harmonious approach towards all the mentioned areas, as the change in one area accounts for the changes in all the other remaining areas. In the Reggio Emilia pedagogical concept none of the area of movement is explicitly exposed; therefore the purpose of this article is to place movement in the mentioned pedagogical concept, because without the appropriate intervention in the mentioned area the fundamental principles of the concept, deriving from the competent child, cannot be used. Only the comprehensive approach enables a balanced and harmonious development of the child, who will be able to become an active (co)creator of his own competences.
Secondary keywords:	motion;motor development;pre-school child;gibanje;motorični razvoj;predšolski otrok;
File type:	application/pdf
Type (COBISS):	Not categorized
Pages:	Str. 175-188
Volume:	2009
ID:	8725484