? 1 . http://www. hfrp. org/publications-resources/browse-our-publications/getting-parents-ready-for-kindergarten-the-role-of-early-childhood-education 2 . http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=477 Successful Transition to Kindergarten: The Role of Teachers & Parents Simply by Pam Deyell-Gingold While new kindergartners happen to be worrying about whether or not anyone will be their friend and if they’ll be able to discover the bathroom, all their preschool teachers are wondering if they’ve been successful at setting up their tiny students with this big change.
In recent years the role of kindergarten has changed from action of kindergarten to a much more academic environment because of fresh standards in the public universities that “push back” educational skills to earlier grades. How can all of us ensure that the students make a smooth change? Are our students mature enough? What can we carry out to make these people “more” prepared?
This article will check out the skills that constitute pre-school “readiness, ” how kindergarten teachers can easily collaborate with parents and kindergarten instructors to make the method more satisfying for all, and activities to help prepare kids for what will be expected of them in kindergarten. The Transition Process Kids go through many transitions throughout their lives, but one of the most important transitions is the 1 from a preschool software to kindergarten. “During this era behavior is formed and thinking are formed that will affect children throughout their education” (PTA and Head Start, 1999).
Children’s transitions are most strongly affected by their home environment, the preschool plan they enroll in, and the continuity between kindergarten and kindergarten (Riedinger, 1997). In 95, Head Start plus the Parent Teacher Association (PTA) began a strategy to create a partnership between the two organizations in order to create successful transition procedures and to promote continuity in parent and family involvement in the educational institutions. Three preliminary programs had been studied to ascertain “best practice” in kindergarten transition, and foster the continuing strong involvement of people in their children’s education.
That they worked with elementary schools to develop parent-friendly surroundings and to develop strategies that lessen the barriers to involvement (Head Start & PTA, 1999). Even Start, a federal system for low-income families integrated to improve educational opportunities for children and adults, also helps parents to work with the school system to assist their children succeed. Their research found that parents experienced that the method by which Even Start focuses on the family strong points rather than weak points and enables the family members to identify their own needs, empowered them above all else to help them to support their children at school (Riedinger, 1997).
Kindergarten Readiness A 98 study by National Middle for Early Development & Learning of nearly 3, 600 pre-school teachers nationwide indicated that 48 percent of children include moderate to serious complications transitioning to kindergarten. Professors are most often worried about children’s skills in next directions, academics, and operating independently. There will be a discrepancy between the objectives of teachers and the real skills of kindergarten kids.
Therefore , a need for kindergarten teachers to collaborate with parents and preschool educators exists (Pianta & Cox, 1998). School readiness is somewhat more than a matter of academics, although. As reported in a Countrywide Education Goals Panel more than a decade ago; “The current view today, however , is the fact readiness demonstrates a range of dimensions, for instance a child’s health and physical development, social and emotional expansion, approaches to learning, language and communication skills, and cognitive and standard knowledge” (California Department of Education, 2000). Historically, kindergarten was a “children’s garden”: a spot to have interaction for the first time which has a group of agemates, and to find out basic skills through play.
Today, due to increasing numbers of doing work mothers, single-parent families, and strict well being regulations, a large number of children get started having group experiences in a child care software or friends and family child care home at a far earlier era. Together with the matter that America’s children are to not get adequate education to remain competitive in a global market, each of our schools began to make the move from the children’s garden to “curriculum escalation” (Shepard & Smith, 1988) and “academic trickle-down” (Cunningham, 1988). While the trend towards focusing on academic skills carries on at an easy pace, early childhood pros argue to get a more integrated curriculum that addresses the developmental requires of each child.
Social Realignment Although scholars may be becoming more and more more important, exploration shows that social skills happen to be what many affect school adjustment (Ladd & Cost, 1987; Ladd, 1990). Preschool teachers probably should not feel pushed into teaching academics past what is early childhood “best practice” (Bredekamp & Copple, 1997) but will need to continue to concentrate on social and emotional development.
Children who’ve been rejected by way of a peers in kindergarten tend to have poor school performance, more absences, and negative thinking towards school that previous throughout their particular school years. “Three particular social abilities that are recognized to influence children’s peer popularity: play tendencies, ability to enter in play teams, and conversation skills” (Maxwell & Elr, 1994). Enjoy Behavior and Communication Skills Specific actions that cause rejection by simply fellow pupils include things like difficult play, fighting, upsetting points in class, hoping to get their own way, and not posting. Children who have exhibit these types of behaviors as well tend to be less independent and less cooperative than all their peers.
Most children prefer having fun with others whom are well mannered, caring, and attentive. Preschool teachers and oldsters need to teach young children interpersonal skills, specifically how to enter into social organizations. For example , children who say, “Looks just like that’s an exciting game, am i able to play? ” are more likely to always be accepted than those who shove others apart and complain, “I want a turn! ” Another important sociable skill is definitely the ability to engage in complicated imagination games and take part in making up and extending the storyline.
Children who also lack enough experience playing with age-mates may feel irritated at not being able to keep up with the functions of their classmates. “A good amount of guided cultural experience with peers prior to kindergarten helps children do well from this new world” (Maxwell & Eller, 1994). Some children need assistance to learn how to play make-believe. A tutor can help unit this by giving verbal tips like, “You be the mommy, and I’ll become your little girl. Can I help you make evening meal, Mommy? ” Some kids need reminders to keep all of them focused on their particular roles. Other folks may need aid to read the thoughts on people’s faces. “Look at Nick’s face.
He’s sad since you taken the head wear away from him. ” Mainly because young children do not have a large enough vocabulary expressing themselves, instructors can help all of them find words to express their particular feelings just like, “You’re sense frustrated. Let’s go locate a puzzle with fewer pieces. ” Connection skills, such as being able to indulge in a discussion, listen to other folks, and discuss are also significant. For example , children who speak directly to colleagues, are mindful of others inside the group, and respond to the initiations of others tend to be liked by the other kids.
Disliked children are more likely to help to make irrelevant remarks, reject the initiations of other kids without causes or answers, and often make comments with no directing those to anyone (Maxwell & Eller, 1994). Part of a teacher’s task is usually to quietly advise children to look at the person they’re talking to, and listen to what another kid is saying. Immaturity and Redshirting A common practice when coping with children who are not socially mature is usually to keep them out of school for a season, in the wish that “readiness will emerge. ” In academic groups this is known as “redshirting, ” a term borrowed coming from college athletics.
However , “Research shows that redshirts are not attaining an educational advantage, and the extra season does not fix the sociable development problems that caused primary concern” (Graue, 1994). Father and mother who will be told that their children ought to stay home for a year should ask for the issues. “Developmentally ideal practice is less common in kindergarten, and first teachers face many restrictions and stresses that educators of younger children are not however experiencing in the same depth [although preschool is apparently next in line for “pushdown” curriculum]. ” (Jones, Evans, & Rencken, 2001). “If we think inclusively we have to problem-solve in ways to allow for the incredible diversity provided by the features of kindergartners….
Redshirting and retention happen to be outmoded equipment that should be replaced by appropriate practices. 1 step in the right direction can be collaboration between preschool and elementary school educators” (Graue, 1994). A second step is to have parents understand what experiences may help their child include a successful changeover.
Learning About Class room Styles In collaborating with kindergarten professors, preschool instructors and parents need to visit the university and pay close attention to information that may impact their learners in pre-school. “When teachers and parents agree on a idea of education, children generally adjust even more easily” (Maxwell & Eller, 1994). Children feel safer in their new environment if perhaps they feel that their parents support the teacher and the school. The first thing may be whether meeting with the kindergarten instructor or a category field trip to the grammar school. “Observe kindergarten classrooms to identify teaching models, classroom administration techniques, and routines.
Also try to identify skills which have been needed to be powerful in taking part in the pre-school classroom” (Karr-Jelinek, 1994). In her analysis, Karr-Jelinek utilized a directory of what parents (and teachers) should look for within a kindergarten class room, to see if youngsters – the two normally expanding and with special requires – are prepared for the classroom that they visit:? Just how many actions are given each time in directions? What types of terms are children expected to figure out?
How does every individual child compare to the various other children? How long are kids expected to sit still within a group? How often do children speak away of switch or maneuver around when they must be sitting? Just how much independence is definitely expected? What type of work will be done? (small groups, seatwork, etc . )? Where may my exceptional needs learners need extra help?
What kind of particular information can one pass along to the teacher regarding each kid? (Karr-Jelineck, 1994) Although expectations vary simply by teacher and school section, by the time children reach pre-school they should be capable of listen to a story in a group, follow a couple of oral directions, take turns and share, stick to rules, admiration the property of others, and work within some space limitations. They need to understand difference among work and play, learning when and where they are all appropriate. “Most five-year-olds can express themselves fluently with a variety of words and will understand an even larger variety of words utilized in conversations and stories” (Nurss, 1987).
Various kindergartens make use of learning centers, small group teaching, and whole group language activities. However , others work with “structured, whole group paper-and-pencil activities oriented to academic subjects, including reading and arithmetic. The program in these kindergartens often creates a downward file format of the main grade programs and may demand the use of workbooks, which are part of a primary level textbook series. Many early childhood professionals have voiced out on the inappropriateness on this curriculum” (Nurss, 1987).
Preparing Parents intended for the Change High-quality kindergarten programs encourage parent participation in the home in addition to the class room. Volunteering to learn during history time, to talk about cultural practices, or to certainly be a lunch guest are all methods for parents to feel that they are really a part of their particular child’s college life. In line with the National PTA, parent and family participation increases student achievement and success. If preschool educators can make parents feel meet helping in the classroom, they will be more likely to remain involved in their child’s future education.
Many father and mother worry about their children entering grammar school because of their own negative college experiences. They may feel afraid of teachers and uncomfortable appearance at school events – even for orientation and enrolling youngsters in school (Reidinger, 1997). Parents’ expectations of how well children will do at school influence children’s performance. It seems that parents who also expect success may provide more support, encouragement and praise, which might give their children more self-pride and assurance.
The most important thing is that kids who believe in their own talents have been discovered to be easier in school (Dweck, 1991). To help parents, preschool teachers can arrange visits to the school and consider parents along on the pre-school field trip. They can request children being paired with a kindergarten “buddy” who can take them around, although parents meet with the instructor or navigate to the office to join up their child. A report done by Rathbun and Hauskin (2001) demonstrated that the more low-income learners that were enrolled in a school, the less parental involvement there was clearly.
Involving low-income families inside the schools might help to break the cycle of poverty of future decades. One way to actually help the friends and family with transition is to empower the parents to act as recommends for their children. Parent group meetings and notifications can help parents learn how to assist school personnel, learn about volunteer opportunities in school, and how to prepare their child in the home for kindergarten.
They may want some advice on how to support their children and themselves cope with anxieties associated with transitions via preschool to kindergarten. Setting up Children intended for Transition In the last few weeks of summer, kids start getting excited about going to kindergarten, and are apprehensive at the same time. It is vital for parents to deal with the child’s entrance in to kindergarten being a normal event and not build up the event in children’s brains.
An important method to provide continuity for the kid is to locate preschool classmates or additional children that will be in their very own kindergarten category. According to analyze, children that have a familiar peer in a fresh group establishing have fewer problems adjusting to new surroundings (Howes, 1988). Transition Activities for Parents and Children. The greater you talk about this changeover in a matter-of-fact way, a lot more comfortable kids will become. Motivate parents to get ready their child pertaining to kindergarten while using following:?
Visit the school hence the children can easily meet the pre-school teacher and discover what kindergarten is really like. Try to request them to discover more than one sort of classroom activity, such as seatwork time and totally free choice time. Show them in which the bathroom and cubbies are situated.?
Find out what lunchtime will be just like. If the children are going to receive a school lunchtime, they may have to learn how to wide open new varieties of containers.? Read books about kindergarten.? Solution children’s queries in a straight forward way with what they will do in pre-school.
Tell them they are going to listen to reports, do checking activities, have group time, and enjoy outside.? Check out how long the kindergarten working day is and what the day to day routine will be like. They will want to know what will become the same as kindergarten and and what will be different.? In the event the children are likely to a school that presents more diversity than they are familiar with, talk honestly with these people about ethnicity and cultural differences and disabilities.? If children are gonna be taking the schoolbus for the first time, you will need to go over schoolbus security rules.?
Reassure children that they may be indexed from school every day just as they may be in kindergarten.? Check to make sure your pre-kindergarten children are able of basic kindergarten “readiness” skills. (See sidebar listed below. ) Realization The changeover from preschool to pre-school can be a stress filled time for the two children and oldsters. However , in the event that preschool professors can facilitate collaboration among parents and kindergarten and familiarize kids with the functions of kindergarten, it will be a smoother method. Parents need to try to find a developmentally ideal class for their child by simply observing different classrooms and talking to instructors about educational philosophies.
Preschool teachers, with their knowledge of distinct learning variations and the temperaments of their pupils, can help everyone with this kind of important change. Pam Deyell-Gingold is a graduate student student in Human Creation at Pacific cycles Oaks College or university. She works as master instructor at Within the, teaches child development classes for Favor Community School, and is a freelance writer and anti-bias subjects enthusiast.
Her home is in the Sierra rolling hills near Yosemite National Area, California. Referrals Bredekamp, H. & Copple, C. (1997) Developmentally appropriate practice for early child years programs. Revised edition. Buenos aires, DC: NAEYC.
California Dept of Impotence., (2000). Prekindergarten learning and development suggestions. Sacramento, CALIFORNIA. Cunningham, A. 1988.
Eeny, meeny, miny, moe: Assessment policy and practice in early childhood. Berkeley, CA: Nationwide Commission on Testing and Public Policy In Graue, E (2001, May) What’s going on in the children’s yard today? Children.
Dweck, C. S. (1991). Self-theories and goals: their role in determination, personality and development. In Nebraska symposia on inspiration, Vol. thirty six, ed. by R. Dienstbier, 199-235.
Lincoln subsequently: University of Nebraska Press. [In Maxwell, Eller, 1994] Graue, Elizabeth. (2001, May) What’s taking place in the children’s garden today? Young Children, p. 67-73. Howes, C. (1988). Peer conversation of children.
Monographs with the Society intended for Research in Child Development 53 (2. Serial Number 217). In Maxwell, T. and Eller, C. (1994, September) Children’s Transition to Kindergarten, Children.
Howlett, Meters. P. (1970, February 18). Teacher’s model: My Every week Reader Surprise, Vol. 12, Issue 20. Jones, At the., Evans, T., & Rencken, K. (2001) The Exciting Kindergarten, NAEYC publications.
Karr-Jelinek, C. (1994). Transition to kindergarten: Parents and professors working together. Educational Resources Details Center. Ladd, G. W., 1990.
Having friends, keeping friends, making friends and being liked by colleagues in the classroom: Predictors of children’s early college adjustment? Kid Development (61) 1081-100. Ladd, G. W., & J. M. Selling price. 1987.
Predicting children’s sociable and school adjustment following transition coming from preschool to kindergarten. Kid Development, (58) 1168-89. Maxwell, K. & Eller, T. (1994, September). Children’s changeover to kindergarten.
Young Children, s. 56-63. Countrywide PTA & National Within the Association. (1999). Continuity to be successful: Transition preparing guide. Nationwide PTA, Chicago, il, IL.
National Head Start Association, Alexandria, SE TILL ATT DU AR. Nurss, L. 1987, Openness for Pre-school, ERIC Clearinghouse on Fundamental and Early Childhood Education, Urbana, ARIANNE; BBB16656. Pianta, R. & Cox, Meters. (1998) Pre-school Transitions.
Educators 48% of kids Have Changeover Problems. NCEDL Spotlights Series, No . you, National Center for Early Development & Learning: Church Hill, NC. Rathbun, A. & Hauskin, E. (2001). How are transition-to-kindergarten activities connected with parent participation during pre-school? Paper shown at the Annual meeting from the American Educational Research Base: Seattle, CALIFORNIA.
Riedinger, H. (1997), Possibly Start: Facilitating transitions to kindergarten. Dept. of Education: Washington, DC: Planning and Evaluation Service. Shepard, I actually. A. & M. I. Smith. (1988) Escalating educational demand in kindergarten: detrimental policies.
The Elementary School Journal, (89) 135-45. In Maxwell, K. and Eller, C. (1994, September) Children’s Move to Pre-school, Young Children. Kindergarten Readiness Is…* A child who have listens?
Todirections without interrupting? To stories and poetry for five or 10 minutes with no restlessness A young child who listens to? Words that rhyme? Words and phrases that commence with the same appear or several sounds A kid who recognizes? Likenesses and differences in images and designs?
Words and terms that meet A child who have understands? The partnership inherent in such words and phrases as up and down, top and bottom, very little and big? The classifications of words that represent people, places, and things A child who addresses and can�? Stay on the topic in class talks?
Retell a tale or poem in correct sequence? Tell a story or perhaps relate an event of her own A child who considers and can? Give the main notion of a story? Give unique suggestions and essential details? Give reasons for his opinions A young child who changes?
To changes in routine and to new scenarios without becoming fearful? To opposition or defeat with no crying or sulking? To necessity of asking for help when needed A child who also plays? Cooperatively with other kids? And stocks, takes transforms and presumes his share of group responsibility?
And will run, jump, skip, and bounce a ball with comparative dexterity A child who also works? Without being easily sidetracked? And employs directions? And completes each task? And takes pride in her job *Adapted from Howlett, M. P. (1970, February 18).
Teacher’s release: My Each week Reader Surprise, Vol. doze, Issue twenty. 3. http://www. edutopia. org/kindergarten-creativity-collaboration-lifelong-learning Kindergarten Is definitely the Model to get Lifelong Learning Let’s keep teaching creativity throughout university and adult life. By Mitchel Resnick Representation of two people sitting upon letter blocks Credit: Wesley Bedrosian Ever since the first pre-school opened in 1837, it has been a place for informing stories, building castles, art work pictures, making new friends, and finding out how to share. Nevertheless kindergarten is usually undergoing a dramatic modify. In today’s kindergartens, youngsters are spending a lot more time completing worksheets and drilling about flash credit cards.
In short, pre-school is becoming a lot more like the rest of school. Exactly the contrary needs to happen: We should associated with rest of university (indeed, the remainder of life) more like kindergarten. What’s and so special about kindergarten?
While kindergartners playfully create testimonies, castles, and paintings with each other, they develop and improve their talents to think creatively and operate collaboratively, exactly the abilities most needed to achieve success and fulfillment in the 21st century. Fundamental traditional pre-school activities is known as a spiraling learning process in which children picture what they want to do, create a project based on all their ideas (using blocks, ring finger paint, or other materials), play with all their creations, discuss their suggestions and masterpieces with others, and reflect on their experience — all of which leads these to imagine new ideas and new jobs.
This iterative learning process is ideal preparation for today’s fast-changing society, in which people must continually come up with innovative solutions to unforeseen situations inside their lives. In the event that this approach is so well aligned with current societal demands, why do we therefore rarely support it in classrooms? One reason is the fact our contemporary society and each of our educational program don’t place enough benefit on creative thinking.
Another reason can be described as lack of ideal media and technologies: Wood made blocks and finger fresh paint are great for learning kindergarten ideas (such because numbers, forms, sizes, and colors). But since children get older, they want and need to focus on more advanced jobs and learn more advanced concepts. To do that, they need several types of tools, mass media, and supplies. This is where I really believe digital systems can play their most critical role.
If properly designed and used, new systems can prolong the kindergarten approach, enabling “students” of all ages to continue learning in the pre-school style and, in the process, to hold growing as creative thinkers. In my study group in the Media Research laboratory at the Ma Institute of Technology, we’ve been growing new systems specifically to support the pre-school approach to learning. For example , we’ve collaborated while using Lego Group since 85 on a collection of robotics construction kits that enable kids to imagine and create online inventions in the same spirit as kindergartners build podiums with blocks.
Recently, we’ve developed a brand new programming vocabulary called Scratch, which brings the kindergarten learning method to the computer display screen. With Damage (available being a free download), children can easily create their particular interactive reports, games, and animations and then share all their creations on the internet. A vibrant community has developed about Scratch, because users present more than a 1, 000 new projects on the Scrape Web site every day. Some two hundred fifty, 000 people participate in the community, most of them age ranges 8-16.
One particular active participator in the community can be described as 13-year-old woman with the brand BalaBethany (ofcourse not her real screen name). As her first Scratch project, BalaBethany created and shared an animated history with cartoons characters. Additional members in the online community replied positively, posting glowing responses under her project. Prompted, BalaBethany began to create and share new cartoons stories regularly, like episodes in a series. BalaBethany regularly added fresh characters with her stories.
At one level, she acquired an idea: Obtain involve the community in the process? The lady created and uploaded a new Scratch task that announced a contest: The girl asked other community users to design a sister for one of the characters. The job received more than 100 comments.
One was from a community member who also wanted to enter the contest but didn’t learn how to draw cartoons characters. Therefore BalaBethany developed another Scuff project: a step-by-step article that displays a 13-stage process to get drawing and coloring a great anime personality. Illustration of Mitchel Resnick Credit: Wesley Bedrosian I see BalaBethany as a case study of lifelong pre-school. She is employing Scratch to imagine, create, enjoy, share, and reflect. In the act, she is refining her programming and artistic skills — and she’s developing as a creative thinker.
Our supreme goal is known as a world filled with playfully innovative people who, just like BalaBethany, continue to learn while kindergartners carry out. Mitchel Resnick is overseer of the Ongoing Kindergarten group at the Ma Institute of Technology’s Mass media Lab. This information originally released on 5/27/2009 4. http://www. seas. upenn. edu/~eas285/Readings/Resnick_LifelongKindergarten. pdf 5. http://www. ufri. uniri. hr/data/book_2. pdf CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI I OKRUZJA DJECJEG VRTICA ONGOING LEARNING – PERSONAL PROGRESS AND THE PRE-SCHOOL CONTEXT Bozica Pintaric Djecji vrtic Malesnica Zagreb, Republika Hrvatska.
Sazetak Razvoj svakog, pa tako i odgojno-obrazovnog okruzja podrazumijeva stalno ucenje i mijenjanje svih sudionika, sto tako stvara organizaciju koja uci, mijenja se, kreira. Kvalitativne razlike u tome procesu povezane tu s motivacijskim odrednicama. Poznato je da je ucenje najucinkovitije i actually da su stvarne promjene moguce, ako su proistekle iz unutarnje potrebe osobe za samoaktualizacijom i preuzimanjem proaktivne, stvaralacke uloge u oblikovanju svoje stvarnosti. Tako potaknutim ucenjem, na samo da se profesionalno jacamo, vec prosirujemo svoju sposobnost kreiranja svog zivota mhh profesionalnom i actually sveukupnom planu.
Vrednovanjem i actually samovrednovanjem, kao sastavnim dijelom ucenja i razvoja osobe i okruzja/ustanove isto tako razvijamo intrapersonalne i interpersonalne sposobnosti, koje su opet sastavni dijelovi kvalitete ucenja i zivljenja. To je posebno prisutno u odgojno obrazovnim ustanovama, posebice djecjim vrticima, gdje se sveukupne relacije my spouse and i okruzje prvenstveno sagledavaju kao okruzje kvalitetnog zivljenja djece i odraslih. Kljucne rijeci: ucenje, samovrednovanje, motivacija, osobni razvoj, kreiranje okruzja Subjective.
The development of just about every, and thus likewise an educational surrounding, means permanent learning and change in all the participating celebrations, which creates an enterprise that is inside the constant technique of learning, changing, creating. Qualitative differences in this process are linked with motivational determiners. It is well – regarded that learning is the most useful and that actual changes happen to be possible in the event that they have resulted from the person’s intrinsic requirement for self-actualisation and taking of your pro-active and creative position in the surrounding of reality.
Such learning not only strenghtens us appropriately, but likewise expands each of our capacity to produce our own comes from a professional placing and other configurations. Evaluation and self-evaluation/ representation, as components of learning and private growth, and of circumstance / organization development favorably affect intrapersonal and social abilities, that happen to be integral parts of quality learning and living. This is specifically present in educational institutions, especially kindergartens, where general personal relationships and surroundings are mostly viewed as a habitat intended for the quality lifestyle of children and adults.
Keywords and phrases: learning, self-evaluation/reflection, motivation, personal growth, creation of circumstance B. Pintaric, CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI… 220 «Majka priroda je bezgranican proces postanka i bitka. Duh koji bi joj se potpuno otvorio, bez emocionalnih rezervi i samorefleksije, izgubio bi se u sirovom materijalizmu njenog beskrajnog i neumoljivog izobilja te bezuvjetno potonuo. » Camille Paglia Obrazovne organizacije po svojoj su prirodi mjesta zivota, dinamike, stalne mijene, razvoja, ucenja.
Vrtic cesto imenujemo zajednicom koja uci, mjestom «refleksivnog dijaloga djece i odraslih s procesom njihova zajednickog, kontinuiranog ucenja, pri cemu oni jednako vrijedno doprinose zajednickom ucenju, za njega dijele odgovornost i nad njima imaju zajednicko autorstvo» (Slunjski, 2006, str. 35). To podrazumijeva stalno istrazivanje, propitivanje, reflektiranje i samoreflektiranje, vrednovanje i samovrednovanje, slozene i zahtijevne interakcije bist du intrapersonalnoj i interpersonalnoj razini … svih u ustanovi.
Za te procese neophodan je stalan, snazan angazman i motiviranost djelatnika, odrzivost uvelike ovisi od kulture zajednice, ustanove. To bi trebala biti «mjesta gdje ljudi bez straha stvaraju svoje vizije, gdje su istrazivanje i actually posvecenost istini norma, gdje se podrazumijeva suprotstavljanje stanju status quo», (Senge the year 2003, str. 172-173). U takvom se okruzju «pojacava osjecaj da aprendi osobno usavrsavanje i razvoj doista vrednuje, cijeni» (isto, str. 173).
Stalan razvoj omogucuju zajednice koje su ‘brizne obitelji’ koje mango ocekuju z svojih clanova…, a pritom pruzaju uzajamnu podrsku. »(Stoll i Fink, 2000, str. 256) Osobno iskustvo je, prema velikom dijelu autora, sredisnja operating-system mijenjanja i actually razvoja zajednica. Miljak (2007, str.
212) u tom smislu navodi: »Osobno iskustvo i to ono svakodnevno u praksi uz pomoc zajednice iskusnih prakticara moze dovesti ne samo carry out mijenjanja odgojne prakse nego i do promjene stavova, uvjerenja i nacina razmisljanja ucitelja, odgajatelja. » «Kako aprendi mijenja iskustvo, mogu sony ericsson mijenjati duboka uvjerenja we pretpostavke, a kad ze to dogodi, promijeni sony ericsson i kultura. »(Senge, 2002, str. 14) Autenticne, snazne poticatelje, partnere i ucitelje ucenja u kontekstu vrtica imamo u dj.
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America Department of Housing and Urban Development maintains a website with a section dedicated to the general public Housing Environmental & Conservation Clearinghouse. The site defines water conservation like a ...