The educator often finds himself in the role of a thinking practitioner. One of the goals he wants to achieve is for children to progress, develop into critical thinkers and develop their creativity and potential. When learning about the child’s strong and weak areas of holistic development, the educator systematically observes, documents and archives the child’s progress and development in all areas, including music. An important role is played by the child’s own activity, which should be in a safe and stimulating learning environment. At the same time, the educator is also faced with concerns about his way of working.
At the same time, the educator is also faced with concerns about his way of working. Self-reflection of work helps him to understand how he is developing on his professional path, and at the same time the reflection of work also includes formative monitoring of children. At the level of such monitoring, the main actors are children, who must be offered appropriate challenges and helped to upgrade their knowledge, abilities and skills.
In carrying out the pedagogical process, the educator uses different methods of learning, which differ depending on the way of carrying out the educational-learning process. In doing so, it encourages and provides children with a stimulating and safe learning environment, acquiring new knowledge and experiences. At the same time, he follows the interests of children and actively involves them in planning activities and communicates with them. In the master's thesis, we presented new didactic approaches, which were founded by the Institute of Formative Monitoring of the Republic of Slovenia.
We found that formative monitoring promotes the active role of the child in the learning process, thereby gaining insight into the extent to which the child’s participation is supported. The results also gave us information on the frequency of performed planned music activities planned by educators and which music activities the children suggest. One of the important data we obtained was also which areas of child development are most often monitored and evaluated by educators. In the course of our research, we came to the realization that formative monitoring also affects the professional development of the educator.
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