magistrsko delo
Suzana Ručman (Avtor), Milena Valenčič Zuljan (Mentor)

Povzetek

Profesionalni razvoj pedagoškega delavca se ne zaključi z dokončanjem študija oz. s pridobitvijo strokovnega naziva, temveč se z vstopom v praktično polje šele v polnosti začne. Vzgojitelji se na začetku kariere sprašujejo o zmožnosti »preživetja« v poklicu, z leti in pridobljenimi strokovnimi izkušnjami pa poklicno napredujejo, postanejo bolj gotovi, okrepijo zaupanje vase in v lastne zmožnosti. Nenehno spreminjanje in razvoj znanosti zahteva od pedagoških delavcev za strokovno poklicno delovanje njihov refleksivni razmislek o delu in iskanje optimalnih pogojev za razvoj vsakega otroka v oddelku. Inoviranje lastne pedagoške prakse postaja vse pomembnejše. Inovacija poteka kot proces, pri katerem je pomembno, da vzgojitelji začutijo željo ali potrebo po vpeljavi novosti in sprememb. Proces prehaja skozi več korakov, kjer so pomembne faza načrtovanja, faza vpeljevanja in evalvacija novosti. Vzgojitelji se pri svojem delu poslužujejo različnih pristopov in materialov, ki so jim na voljo. Nenehno iščejo poti, kako bi otrokom na čim več možnih načinov ponudili različne materiale, pripomočke in igrače. Zaradi različnih segmentov in naravnanosti politike vrtcev se strokovni delavci poslužujejo različnih pristopov in načinov dela s ciljem, da bi otrokom omogočili njihov optimalen razvoj in napredek. Ker je igra otrokova primarna dejavnost in omogoča njegov vsestranski razvoj, se vzgojitelji poslužujejo ustvarjanja različnih igrač, s katerimi načrtovano spodbujajo razvoj otrokovega mišljenja. Inovacijski proces ob oblikovanju igrače pa lahko pomembno prispeva tudi k profesionalnemu razvoju vzgojiteljev. V teoretičnem delu magistrskega dela sem izhajala iz vzgojitelja predšolskih otrok in njegove vloge na delovnem mestu. Izpostavila sem pomembnost nenehnega strokovnega nadgrajevanja in predstavila poglede strokovnjakov, ki so opredeljevali profesionalni razvoj pedagoškega delavca, njegovo vlogo in dejavnike, ki vplivajo nanj. Izpostavila sem nekaj modelov, ki so najpogosteje omenjeni v literaturi. V empiričnem delu sem želela ugotoviti, kakšni so pogledi vzgojiteljic, ki so sodelovale v ustvarjalnem natečaju. Osredinila sem se predvsem na inovacijski proces vzgojitelja ob izdelovanju didaktične igrače. Zanimalo me, je kaj vpliva na njihovo inoviranje, kakšno vlogo imajo pri njihovem raziskovanju določeni subjekti (vodstvo, kolegi, starši, domači) ter kako inoviranje ob izdelavi igrače ocenjujejo člani, ki so sestavljali komisijo za ocenjevanje izdelane igrače. V vzorec je bilo vključenih 40 vzgojiteljic, ki so sodelovale v natečaju »Moja ideja – nova igrača« in ob oddaji inovirane igrače izpolnile refleksijski vprašalnik. Intervju je bil izpeljan z dvema vzgojiteljicama in eno članico komisije, ki je sodelovala pri ocenjevanju igrač. Raziskava je pokazala, da je vzgojiteljev glavni motiv za vpeljevanje inovacij potreba po ustvarjanju nečesa novega, ki izhaja iz želje po spodbujanju otrokovega razvoja. Vzgojitelji pomembno vlogo pri inoviranju pripisujejo vodstvu in kolegom, predvsem pa tudi domačim in bližnjim. Vzgojiteljem je pri sodelovanju na natečaju pomembno predvsem priznavanje osebne kreativnosti in profesionalnosti, ki igrata pomembno vlogo pri njihovem profesionalnem razvoju. Udeleženkam je pri inoviranju didaktične igrače pomembno predvsem, da ima igrača svojo igralno vrednost, da jo otroci dobro sprejmejo in da si z njeno pomočjo razvijajo različne spretnosti, ki pomembno vplivajo na otrokov vsestranski razvoj.

Ključne besede

profesionalni razvoj;vzgojitelji;didaktične igrače;inoviranje;predšolska vzgoja;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Ručman]
UDK: 37.011.3-051:331.108.4(043.2)
COBISS: 80196099 Povezava se bo odprla v novem oknu
Št. ogledov: 179
Št. prenosov: 11
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Professional development of a preschool teacher in the innovation process of creating a didactic toy
Sekundarni povzetek: The professional development of a pedagogical worker does not end with the completion of studies or by obtaining a professional title, but by entering the practical field it only starts in full. At the beginning of their careers, educators question the ability to "survive" in the profession, and with years and acquired professional experience, they develop professionally, become more confident, strengthen confidence in themselves and in their own abilities. Because of the constant change and development of science it is required from pedagogical workers to make their reflective consideration on work and the search for optimal conditions for the development of each child in the department in the terms of professional occupational activity. Innovating one's own pedagogical practice is becoming increasingly important. Innovation takes place as a process in which it is important for educators to feel the desire or need to introduce innovations and changes. The process goes through several steps and the important phases are planning phase, the implementation phase and the evaluation of innovations. Educators use different approaches and materials available to them in their work. They are constantly looking for ways how to offer children a variety of materials, accessories and toys in as many ways as possible. Due to the different segments and orientations of the kindergarten policy, professionals use different approaches and ways of working with the aim of enabling children to develop and progress optimally. Play is a child's primary activity and enables his versatile development and because of that educators use various toys to stimulate the development of the child's thinking. The innovation process in addition to designing a toy can also make an important contribution to the professional development of educators. In the theoretical part of the master's thesis, I started from the educator of preschool children and his role in the workplace. I emphasized the importance of constant professional development and presented the views of experts who defined the professional development of a pedagogical worker, his role and the factors that influence him. I have focuses on some of the models most frequently mentioned in the literature. In the empirical part, I wanted to find out what were the views of the educators who participated in the creative competition. I focused mainly on the innovation process of the educator when making a didactic toy, I was interested in what influences their innovation, what role certain subjects (management, colleagues, parents, family) play in their research and how innovation is assessed by members who they formed a commission to evaluate the manufactured toy. The sample included 40 educators who participated in the competition "My idea - a new toy" and filled out a reflection questionnaire when submitting the innovated toy. The interview was conducted with two educators and one member of the commission that participated in the evaluation of the toys. Research has shown that educators ’main motive for introducing innovation is the need to create something new that stems from a desire to promote a child’s development. Educators attribute an important role in innovation to management and colleagues, but also to family and friends. When participating in the competition, it is important for educators to recognize personal creativity and professionalism, which play an important role in their professional development. When innovating a didactic toy, it is important for the participants that the toy has its own play value, that children accept it well and that they use it to develop various skills that have a significant impact on the child's versatile development.
Sekundarne ključne besede: career development;trainer;toy;poklicni razvoj;vzgojitelj;igrača;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 78 str.
ID: 13500535