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RUP
FAMNIT - Faculty of Mathematics, Science and Information Technologies
FHŠ - Faculty of Humanities
FM - Faculty of Management
FTŠ Turistica - Turistica – College of Tourism Portorož
FVZ - Faculty of Health Sciences
IAM - Andrej Marušič Institute
PEF - Faculty of Education
UPR - University of Primorska
ZUP - University of Primorska Press
COBISS
University of Primorska, University Library - all departments
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Title:
Sociokulturni pristop pri spremljanju otrokovega razvoja in učenja v vrtcu
Authors:
ID
Rutar, Sonja
(Author)
Files:
http://www.dlib.si/details/URN:NBN:SI:doc-C8LSMNLK
Language:
Slovenian
Work type:
Not categorized
Typology:
1.02 - Review Article
Organization:
PEF - Faculty of Education
Abstract:
Spremljanje otrokovega razvoja in učenja predstavlja sestavni del predšolskega kurikula. Sodobna teorija predšolske pedagogike spremljanje otrokovega razvoja in učenja kot osnove za načrtovanje kurikula umešča med procesne kazalce kakovosti. V prispevku predstavimo razliko med razvojnopsihološkim opazovanjem otrokovega razvoja in učenja ter pedagoškim spremljanjem otrokovega razvoja in učenja. Predstavimo namen spremljanja otrokovega razvoja in učenja v predšolski vzgoji in dva različna pristopa pri spremljanju: dekontekstualiziranega, to je osredotočenega na spremljanje otroka zunaj konteksta, in sociokulturnega, ki poskuša spoznati in razumeti otroka in njegovo učenje v fizičnem in socialnem kontekstu.
Keywords:
predšolska vzgoja
,
predšolski otroci
,
otroški vrtci
,
sociokulturni pristopi
,
opazovanje
Year of publishing:
2013
Number of pages:
str. 105-118
Numbering:
Letn. 6, št. 1
PID:
20.500.12556/RUP-7526
ISSN:
1855-4431
UDC:
373.2:37.015.31
COBISS.SI-ID:
19843848
Publication date in RUP:
21.12.2015
Views:
9794
Downloads:
127
Metadata:
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Secondary language
Language:
English
Title:
Sociocultural approach to assessment of child development and learning in preschool education
Abstract:
Assessment is integral to preschool curriculum. Within contemporary preschool pedagogy, the assessment of child development and learning, which represents a basis for curriculum planning, is considered one of preschool standards of quality. In this paper, we present the difference between scientific observation which is based on developmental psychology, and the pedagogical assessment of child development and learning. We outline the purpose of assessing child development and learning in early childhood and introduce two different approaches to assessment, namely, the decontextualised approach which focuses on monitoring a child out of the context and the sociocultural approach which aims to identify and understand a child and his or her learning in the physical and the social context.
Keywords:
assessment
,
observing
,
documenting
,
sociocultural approach
,
quality in preschool education
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