The role of Kindergarten in LLL

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? 1. hypertext transfer protocol: //www. hfrp. org/publications-resources/browse-our-publications/getting-parents-ready-for-kindergarten-the-role-of-early-childhood-education 2. hypertext transfer protocol: //www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=477 Successful Transition to Kindergarten: The Role of Teachers & A ; Parents By Pam Deyell-Gingold While new preschoolers are worrying about whether or non anyone will be their friend and if they’ll be able to happen the bathroom. their preschool instructors are inquiring if they’ve succeeded at fixing their little pupils for this large passage.

In recent old ages the function of kindergarten has changed from an extension of preschool to a much more academic environment because of new criterions in the public schools that “push back” academic accomplishments to earlier classs. How can we guarantee that our pupils make a smooth passage? Are our pupils mature plenty? What can we make to do them “more” ready? This article will research the accomplishments that constitute kindergarten “readiness. ” how preschool instructors can join forces with parents and kindergarten instructors to do the procedure more rewarding for all. and activities to assist fix kids for what will be expected of them in kindergarten.

The Transition Process Children go through many passages throughout their lives. but one of the most of import passages is the 1 from a preschool plan to kindergarten. “During this period behaviour is shaped and attitudes are formed that will act upon kids throughout their education” ( PTA and Head Start. 1999 ) . Children’s passages are most strongly influenced by their place environment. the preschool plan they attend. and the continuity between preschool and kindergarten ( Riedinger. 1997 ) .

In 1995. Head Start and the Parent Teacher Association ( PTA ) began a program to make a partnership between the two organisations in order to make effectual passage patterns and to advance continuity in parent and household engagement in the schools. Three pilot plans were studied to find “best practice” in kindergarten passage. and to further the continued strong engagement of households in their children’s instruction. They worked with simple schools to make parent-friendly environments and to develop schemes that lessen the barriers to involvement ( Head Start & A ; PTA. 1999 ) .

Even Start. a federal plan for low-income households implemented to better educational chances for kids and grownups. besides helps parents to work with the school system to assist their kids win. Their research found that parents felt that the manner in which Even Start focuses on the household strengths instead than failings and allows the households to place their ain demands. empowered them more than anything else to assist them to back up their kids in school ( Riedinger. 1997 ) . Kindergarten Readiness

A 1998 survey by the National Center for Early Development & A ; Learning of about 3. 600 kindergarten instructors nationally indicated that 48 per centum of kids have moderate to serious jobs transitioning to kindergarten. Teachers are most frequently concerned about children’s accomplishments in following waies. faculty members. and working independently. There seems to be a disagreement between the outlooks of instructors and the existent accomplishments of kindergarten kids. Therefore. a demand for kindergarten instructors to join forces with both parents and preschool instructors exists ( Pianta & A ; Cox. 1998 ) .

School preparedness is more than a affair of faculty members. though. As reported in a National Education Goals Panel in 1998 ; “The predominating position today. nevertheless. is that preparedness reflects a scope of dimensions. such as a child’s wellness and physical development. societal and emotional development. attacks to larning. linguistic communication and communicating accomplishments. and cognitive and general knowledge” ( California Department of Education. 2000 ) . Historically. kindergarten was a “children’s garden” : a topographic point to interact for the first clip with a group of agemates. and to larn basic accomplishments through drama.

Today. because of increasing Numberss of working female parents. single-parent households. and rigorous public assistance ordinances. many kids begin holding group experiences in a kid attention plan or household kid attention place at a much earlier age. Together with the concern that America’s kids are non acquiring equal instruction to vie in a planetary market. our schools began to do the passage from the children’s garden to “curriculum escalation” ( Shepard & A ; Smith. 1988 ) and “academic trickle-down” ( Cunningham. 1988 ) .

While the tendency towards concentrating on academic accomplishments continues at a fast gait. early childhood professionals argue for a more incorporate course of study that addresses the developmental demands of each kid. Social Adjustment Although faculty members may be going progressively more of import. research shows that societal accomplishments are what most affect school accommodation ( Ladd & A ; Price. 1987 ; Ladd. 1990 ) . Preschool instructors should non experience pressured into learning faculty members beyond what is developmentally “best practice” ( Bredekamp & A ; Copple. 1997 ) but should go on to concentrate on societal and emotional development.

Childs who have been rejected by their equals in kindergarten tend to hold hapless school public presentation. more absences. and negative attitudes towards school that last throughout their school old ages. “Three peculiar societal accomplishments that are known to act upon children’s peer credence: drama behaviour. ability to come in drama groups. and communicating skills” ( Maxwell & A ; Eller. 1994 ) . Play Behavior and Communication Skills Specific behaviours that cause rejection by fellow pupils include things like unsmooth drama. reasoning. disconcerting things in category. seeking to acquire their ain manner. and non sharing.

Childs who exhibit these behaviours besides tend to be less independent and less concerted than their equals. Most kids prefer playing with others who are polite. lovingness. and attentive. Preschool instructors and parents need to learn immature kids societal accomplishments. particularly how to come in societal groups. For illustration. kids who say. “Looks like that’s a merriment game. can I play? ” are more likely to be accepted than those who shove others aside and whine. “I want a bend! ” Another of import societal accomplishment is the ability to take part in complicated fantasy games and take portion in doing up and widening the narrative.

Childs who lack sufficient experience playing with age-mates may experience frustrated at non being able to maintain up with the capablenesss of their schoolmates. “A generous sum of guided societal experience with equals prior to kindergarten helps kids do good in this new world” ( Maxwell & A ; Eller. 1994 ) . Some kids need aid to larn how to play pretend. A instructor can assist pattern this by giving verbal cues like. “You be the ma. and I’ll be your small miss. Can I assist you do dinner. Mommy? ” Some kids need reminders to maintain them focused on their functions. Others may necessitate aid to read the emotions on people’s faces.

“Look at Nick’s face. He is sad because you pulled the hat off from him. ” Because immature kids do non hold a big plenty vocabulary to show themselves. instructors can assist them happen words to show their feelings such as. “You’re experiencing frustrated. Let’s go happen a mystifier with fewer pieces. ” Communication accomplishments. such as being able to take portion in a conversation. listen to others. and negotiate are besides of import. For illustration. kids who speak straight to equals. are attentive to others in the group. and respond to the inductions of others tend to be liked by the other kids.

Disliked kids are more likely to do irrelevant remarks. reject the inductions of other kids without grounds or accounts. and frequently make remarks without directing them to anyone ( Maxwell & A ; Eller. 1994 ) . Part of a teacher’s undertaking is to softly remind kids to look at the individual they’re speaking to. and listen to what another kid is stating. Immaturity and Redshirting A common pattern when covering with kids who are non socially mature is to maintain them out of school for a twelvemonth. in the hope that “readiness will emerge.

” In academic circles this is referred to as “redshirting. ” a term borrowed from college sports. However. “Research shows that redshirts are non deriving an academic advantage. and the excess twelvemonth does non work out the societal development jobs that caused initial concern” ( Graue. 1994 ) . Parents who are told that their kids need to remain place for a twelvemonth should inquire for the grounds. “Developmentally appropriate pattern is less common in kindergarten. and primary instructors face many restraints and force per unit areas that instructors of younger kids are non yet sing in the same strength [ although

preschool appears to be following in line for “pushdown” course of study ] . ” ( Jones. Evans. & A ; Rencken. 2001 ) . “If we think inclusively we have to problem-solve in ways to suit the unbelievable diverseness presented by the features of kindergartners… . Redshirting and keeping are outmoded tools that should be replaced by more appropriate patterns. One measure in the right way is coaction between preschool and simple school educators” ( Graue. 1994 ) . A 2nd measure is to hold parents understand what experiences can assist their kid have a successful passage.

Learning About Classroom Styles In join forcesing with kindergarten instructors. preschool instructors and parents need to see the school and pay close attending to inside informations that may impact their pupils in kindergarten. “When instructors and parents agree on a doctrine of instruction. kids normally adjust more easily” ( Maxwell & A ; Eller. 1994 ) . Children experience more secure in their new environment if they feel that their parents back up the instructor and the school. The first measure may be either a meeting with the kindergarten instructor or a category field trip to the simple school.

“Observe kindergarten schoolrooms to place instruction manners. schoolroom direction techniques. and modus operandis. Besides try to place accomplishments that are needed to be successful in take parting in the kindergarten classroom” ( Karr-Jelinek. 1994 ) . In her research. Karr-Jelinek used a checklist of what parents ( and instructors ) should look for in a kindergarten schoolroom. to see if their kids – both usually developing and with particular demands – are ready for the schoolroom they visit: ? How many stairss are given at a clip in waies?

? What types of words are kids expected to understand? ? How does each single kid comparison to the other kids? ? How long are kids expected to sit still in a group? ? How frequently do kids talk out of bend or travel around when they should be sitting? ? How much independency is expected? ? What type of work is being done? ( little groups. seatwork. etc. ) ? Where might my particular needs pupils need excess assist? ? What sort of particular information can I go through along to the instructor about each kid? ( Karr-Jelineck. 1994 )

Although outlooks vary by instructor and school territory. by the clip kids reach kindergarten they should be able to listen to a narrative in a group. follow two or three unwritten waies. take bends and portion. follow regulations. esteem the belongings of others. and work within clip and infinite restraints. They need to larn the difference between work and drama. cognizing when and where each is appropriate. “Most five-year-olds can show themselves fluently with a assortment of words and can understand an even larger assortment of words used in conversations and stories” ( Nurss. 1987 ) .

Many kindergartens make usage of larning centres. little group direction. and whole group linguistic communication activities. However. others use “structured. whole group paper-and-pencil activities oriented to academic topics. such as reading and mathematics. The course of study in these kindergartens frequently constitutes a downward extension of the primary class course of study and may name for the usage of workbooks. which are portion of a primary degree text edition series. Many early childhood professionals have spoken out on the wrongness of such a curriculum” ( Nurss. 1987 ) .

Fixing Parents for the Transition High-quality preschool plans encourage parent engagement in the place and in the schoolroom. Volunteering to read during narrative clip. to portion cultural traditions. or to be a tiffin invitee are all ways for parents to experience that they are a portion of their child’s school life. Harmonizing to the National PTA. parent and household engagement additions pupil accomplishment and success. If preschool instructors can do parents experience welcome assisting in the schoolroom. they will be more likely to stay involved in their child’s future instruction.

Many parents worry about their kids come ining simple school because of their ain negative school experiences. They may experience intimidated by instructors and uncomfortable demoing up at school events – even for orientation and inscribing their kids in school ( Reidinger. 1997 ) . Parents’ outlooks of how well kids will make in school influence children’s public presentation. It appears that parents who expect success may supply more support. encouragement and congratulations. which may give their kids more self-esteem and assurance.

The most of import thing is that kids who believe in their ain abilities have been found to be more successful in school ( Dweck. 1991 ) . To help parents. preschool instructors can set up visits to the school and take parents along on the kindergarten field trip. They can inquire for kids to be paired with a kindergarten “buddy” who can take them about. while parents meet with the instructor or travel to the office to register their kid. A survey done by Rathbun and Hauskin ( 2001 ) showed that the more low-income pupils that were enrolled in a school. the less parental engagement there was.

Involving low-income households in the schools may assist to interrupt the rhythm of poorness of future coevalss. One manner to truly assist the household with passage is to authorise the parents to move as advocators for their kids. Parent meetings and newssheets can assist parents larn how to work with school staff. learn about voluntary chances at school. every bit good as how to fix their kid at place for kindergarten. They may necessitate some advice on how to assist their kids and themselves cope with anxiousnesss related to passages from preschool to kindergarten. Fixing Children for Passage

In the last few hebdomads of summer. kids start acquiring excited about traveling to kindergarten. and are discerning at the same clip. It is of import for parents to handle the child’s entryway into kindergarten as a normal happening and non construct up the event in children’s heads. An of import manner to supply continuity for the kid is to happen preschool schoolmates or other kids who will be in their kindergarten category. Harmonizing to research. kids who have a familiar equal in a new group puting have fewer jobs seting to new environments ( Howes. 1988 ) . Passage Activities for Parents and Children.

The more you discuss this passage in a prosaic manner. the more comfy kids will go. Promote parents to fix their kid for kindergarten with the followers: ? Visit the school so the kids can run into the kindergarten instructor and see what kindergarten is truly similar. Try to set up for them to see more than one type of schoolroom activity. such as seatwork clip and free pick clip. Show them where the bathroom and snuggeries are located. ? Find out what lunch period will be like. If the kids are traveling to be acquiring a school tiffin. they may hold to larn how to open new sorts of containers.

? Read books about kindergarten. ? Answer children’s inquiries in a consecutive forward manner about what they will make in kindergarten. State them they will listen to narratives. make numbering activities. hold group clip. and play outdoors. ? Research how long the kindergarten twenty-four hours is and what the day-to-day modus operandi will be like. They will desire to cognize what will be the same as preschool and what will be different. ? If the kids are traveling to a school that presents more diverseness than they are familiar with. talk candidly with them about racial and cultural differences and disablements.

? If kids are traveling to be taking the schoolbus for the first clip. you will necessitate to discourse schoolbus safety regulations. ? Reassure kids that they will be picked up from school every twenty-four hours merely as they are in preschool. ? Check to do certain your pre-kindergarten kids are capable of basic kindergarten “readiness” accomplishments. ( See sidebar below. ) Conclusion The passage from preschool to kindergarten can be a nerve-racking clip for both kids and parents.

However. if preschool instructors can ease coaction between parents and kindergarten and familiarise kids with the workings of kindergarten. it will be a smoother procedure. Parents need to seek to happen a developmentally appropriate category for their kid by detecting different schoolrooms and speaking to instructors about educational doctrines.

Preschool instructors. with their cognition of different acquisition manners and the dispositions of their pupils. can assist everyone with this of import passage. Pam Deyell-Gingold is a graduate pupil in Human Development at Pacific Oaks College. She works as maestro instructor at Head Start. Teachs child development categories for Merced Community College. and is a free-lance author and anti-bias course of study partisan.

Her place is in the Sierra foothills near Yosemite National Park. California. References Bredekamp. S. & A ; Copple. C. ( 1997 ) Developmentally appropriate pattern for early childhood plans. Revised edition. Washington. DC: NAEYC. California Dept of Ed. . ( 2000 ) . Prekindergarten larning and development guidelines. Sacramento. CA. Cunningham. A. 1988. Eeny. meeny. miny. moe: Testing policy and pattern in early childhood. Berkeley. CA: National Commission on Testing and Public Policy In Graue. E ( 2001. May ) What’s traveling on in the children’s garden today? Young Children. Dweck. C. S. ( 1991 ) .

Self-theories and ends: their function in motive. personality and development. In Nebraska symposia on motive. Vol. 36. erectile dysfunction. by R. Dienstbier. 199-235. Lincoln: University of Nebraska Press. [ In Maxwell. Eller. 1994 ] Graue. E. ( 2001. May ) What’s traveling on in the children’s garden today? Young Children. p. 67-73. Howes. C. ( 1988 ) . Peer interaction of immature kids. Monographs of the Society for Research in Child Development 53 ( 2. Consecutive No. 217 ) . In Maxwell. K. and Eller. C. ( 1994. September ) Children’s Transition to Kindergarten. Young Children. Howlett. M. P. ( 1970. February 18 ) . Teacher’s edition: My Weekly Reader Surprise. Vol.

12. Issue 20. Jones. E. . Evans. K. . & A ; Rencken. K. ( 2001 ) The Lively Kindergarten. NAEYC publications. Karr-Jelinek. C. ( 1994 ) . Passage to kindergarten: Parents and instructors working together. Educational Resources Information Center. Ladd. G. W. . 1990. Having friends. maintaining friends. doing friends and being liked by equals in the schoolroom: Forecasters of children’s early school accommodation? Child Development ( 61 ) 1081-100. Ladd. G. W. . & A ; J. M. Price. 1987. Predicting children’s societal and school accommodation following the passage from preschool to kindergarten. Child Development. ( 58 ) 1168-89. Maxwell. K.

& A ; Eller. S. ( 1994. September ) . Children’s passage to kindergarten. Young Children. p. 56-63. National PTA & A ; National Head Start Association. ( 1999 ) . Continuity for success: Passage planning usher. National PTA. Chicago. IL. National Head Start Association. Alexandria. VA. Nurss. J. 1987. Readiness for Kindergarten. ERIC Clearinghouse on Elementary and Early Childhood Education. Urbana. IL ; BBB16656. Pianta. R. & A ; Cox. M. ( 1998 ) Kindergarten Transitions. Teachers 48 % of Children Have Transition Problems. NCEDL Spotlights Series. No. 1. National Center for Early Development & A ; Learning: Chapel Hill. NC. Rathbun. A.

& A ; Hauskin. E. ( 2001 ) . How are transition-to-kindergarten activities associated with parent engagement during kindergarten? Paper presented at the Annual meeting of the American Educational Research Foundation: Seattle. WA. Riedinger. S. ( 1997 ) . Even Start: Facilitating passages to kindergarten. Dept. of Education: Washington. DC: Planning and Evaluation Service. Shepard. I. A. & A ; M. I. Smith. ( 1988 ) Escalating academic demand in kindergarten: counterproductive policies. The Elementary School Journal. ( 89 ) 135-45. In Maxwell. K. and Eller. C. ( 1994. September ) Children’s Transition to Kindergarten. Young Children.

Kindergarten Readiness Is…* A kid who listens? Todirections without disrupting? To narratives and verse forms for five or ten proceedingss without restlessness A kid who hears? Wordss that rime? Wordss that begin with the same sound or different sounds A kid who sees? Likenesss and differences in images and designs? Letterss and words that match A kid who understands? The relationship built-in in such words as up and down. top and bottom. small and large?

The categorizations of words that represent people. topographic points. and things A kid who speaks and can? Stay on the subject in category treatments? Retell a narrative or verse form in right sequence? State a narrative or associate an experience of her ain A kid who thinks and can? Give the chief thought of a narrative? Give alone thoughts and of import inside informations? Give grounds for his sentiments A kid who adjusts? To alterations in modus operandi and to new state of affairss without going fearful? To resistance or licking without shouting or pouting? To necessity of inquiring for aid when needed A kid who plays? Hand in glove with other kids? And portions. takes bends and assumes his portion of group duty?

And can run. leap. skip. and resile a ball with comparative sleight A kid who works? Without being easy distracted? And follows waies? And completes each undertaking? And takes pride in her work *Adapted from Howlett. M. P. ( 1970. February 18 ) . Teacher’s edition: My Weekly Reader Surprise. Vol. 12. Issue 20. 3. hypertext transfer protocol: //www. edutopia. org/kindergarten-creativity-collaboration-lifelong-learning Kindergarten Is the Model for Lifelong Learning Let’s maintain instruction creativeness throughout school and maturity.

By Mitchel Resnick Illustration of two people sitting on missive blocks Recognition: Wesley Bedrosian Ever since the first kindergarten opened in 1837. it has been a topographic point for stating narratives. edifice palaces. painting images. doing friends. and larning to portion.

But kindergarten is undergoing a dramatic alteration. In today’s kindergartens. kids are passing more and more clip make fulling out worksheets and boring on brassy cards. In short. kindergarten is going more like the remainder of school. Precisely the opposite demands to go on: We should do the remainder of school ( so. the remainder of life ) more like kindergarten. What’s so particular about kindergarten?

As preschoolers playfully create narratives. palaces. and pictures with one another. they develop and refine their abilities to believe creatively and work collaboratively. exactly the abilities most needed to accomplish success and satisfaction in the twenty-first century. Underliing traditional kindergarten activities is a gyrating acquisition procedure in which kids imagine what they want to make. make a undertaking based on their thoughts ( utilizing blocks. finger pigment. or other stuffs ) . drama with their creative activities. portion their thoughts and creative activities with others. and reflect on their experiences — all of which leads them to conceive of new thoughts and new undertakings.

This iterative acquisition procedure is ideal readying for today’s fast-changing society. in which people must continually come up with advanced solutions to unexpected state of affairss in their lives. If this attack is so good aligned with current social demands. why do we so seldom back up it in schoolrooms? One ground is that our society and our educational system don’t topographic point adequate value on originative thought. Another ground is a deficiency of appropriate media and engineerings: Wooden blocks and finger pigment are great for larning kindergarten constructs ( such as Numberss. forms. sizes. and colourss ) .

But as kids get older. they want and need to work on more advanced undertakings and larn more advanced constructs. To make that. they need different types of tools. media. and stuffs. This is where I believe digital engineerings can play their most of import function. If decently designed and used. new engineerings can widen the kindergarten attack. leting “students” of all ages to go on larning in the kindergarten manner and. in the procedure. to maintain turning as originative minds.

In my research group at the Media Lab at the Massachusetts Institute of Technology. we’ve been developing new engineerings specifically to back up the kindergarten approach to larning. For illustration. we’ve collaborated with the Lego Group since 1985 on a aggregation of robotics building kits that enable kids to conceive of and make synergistic innovations in the same spirit as preschoolers build towers with blocks. Recently. we’ve developed a new scheduling linguistic communication called Scratch. which brings the kindergarten larning attack to the computing machine screen.

With Scratch ( available as a free download ) . kids can make their ain synergistic narratives. games. and lifes and so portion their creative activities on the Web. A vivacious online community has developed around Scratch. as users present more than a 1000 new undertakings on the Scratch Web site each twenty-four hours. Some 250. 000 people participate in the community. most of them ages 8-16. One active participant in the community is a 13-year-old miss with the name BalaBethany ( non her existent screen name ) . As her first Scratch undertaking. BalaBethany created and shared an alive narrative with anime characters.

Other members of the online community responded positively. posting glowing remarks under her undertaking. Encouraged. BalaBethany began to make and portion new Zanzibar copal narratives on a regular footing. like episodes in a telecasting series. BalaBethany sporadically added new characters to her narratives. At one point. she got an thought: Why non affect the community in the procedure? She created and uploaded a new Scratch undertaking that announced a competition: She asked other community members to plan a sister for one of the characters. The undertaking received more than 100 remarks.

One was from a community member who wanted to come in the competition but didn’t know how to pull anime characters. So BalaBethany produced another Abrasion undertaking: a bit-by-bit tutorial that demonstrates a 13-stage procedure for pulling and colourising an anime character. Illustration of Mitchel Resnick Credit: Wesley Bedrosian I see BalaBethany as a instance survey of womb-to-tomb kindergarten. She is utilizing Scratch to conceive of. create. drama. portion. and reflect. In the procedure. she is polishing her scheduling and artistic accomplishments — and she’s developing as a originative mind.

Our ultimate end is a universe full of playfully originative people who. like BalaBethany. continue to larn as preschoolers do. Mitchel Resnick is manager of the Lifelong Kindergarten group at the Massachusetts Institute of Technology’s Media Lab. This article originally published on 5/27/2009 4. hypertext transfer protocol: //www. seas. upenn. edu/~eas285/Readings/Resnick_LifelongKindergarten.

pdf 5. hypertext transfer protocol: //www. ufri. uniri. hr/data/book_2. pdf CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI I OKRUZJA DJECJEG VRTICA LIFELONG LEARNING – PERSONAL GROWTH AND THE KINDERGARTEN CONTEXT Bozica Pintaric Djecji vrtic Malesnica Zagreb. Republika Hrvatska.

Sazetak Razvoj svakog. pa tako one 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 su s motivacijskim odrednicama.

Poznato je district attorney je ucenje najucinkovitije I 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 district attorney Se profesionalno jacamo. vec prosirujemo svoju sposobnost kreiranja svog zivota na profesionalnom I sveukupnom planu.

Vrednovanjem I 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 I okruzje prvenstveno sagledavaju kao okruzje kvalitetnog zivljenja djece I odraslih. Kljucne rijeci: ucenje. samovrednovanje. motivacija. osobni razvoj. kreiranje okruzja Abstract.

The development of every. and therefore besides an educational surrounding. means lasting acquisition and alteration in all the take parting parties. which creates an administration that is in the changeless procedure of larning. altering. making. Qualitative differences in this procedure are connected with motivational clinchers. It is good – known that acquisition is the most efficient and that existent alterations are possible if they have resulted from the person’s intrinsic demand for self-actualisation and pickings of a pro-active and originative function in the defining of world.

Such larning non merely strenghtens us professionally. but besides expands our capacity to make our ain lives in a professional scene and other scenes. Evaluation and self-evaluation/ contemplation. as constituents of acquisition and personal growing. every bit good as of context / establishment development positively affect intrapersonal and interpersonal abilities. which are built-in parts of quality acquisition and life. This is peculiarly present in educational establishments. particularly kindergartens. where overall personal dealingss and milieus are chiefly viewed as a home ground for the choice life of kids and grownups.

Cardinal words: acquisition. self-evaluation/reflection. motive. personal growing. creative activity of context B. Pintaric. CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI… 220 «Majka priroda je bezgranican proces postanka one 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 one samoreflektiranje. vrednovanje one samovrednovanje. slozene one zahtijevne interakcije na intrapersonalnoj I interpersonalnoj razini … svih u ustanovi.

Za te procese potreban 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 posvecenost istini Norma. gdje se podrazumijeva suprotstavljanje stanju position quo» . ( Senge 2003. str. 172-173 ) . U takvom Se okruzju «pojacava osjecaj da Se osobno usavrsavanje I razvoj doista vrednuje. cijeni» ( isto. str. 173 ) . Stalan razvoj omogucuju zajednice koje su ‘brizne obitelji’ koje puno ocekuju Doctor of Optometry svojih clanova… . a pritom pruzaju uzajamnu podrsku. » ( Stoll i Fink. 2000. str. 256 )

Osobno iskustvo je. prema velikom dijelu autora. sredisnja os mijenjanja I 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 do mijenjanja odgojne prakse nego I do promjene stavova. uvjerenja one nacina razmisljanja ucitelja. odgajatelja. » «Kako Se mijenja iskustvo. mogu se mijenjati duboka uvjerenja I pretpostavke. a kad Se to dogodi. promijeni Se I kultura. » ( Senge. 2002. str. 14 ) Autenticne. snazne poticatelje. partnere one ucitelje ucenja u kontekstu vrtica imamo u disk jockey.

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