Uvajanje formativnega spremljanja pri glasbeni vzgoji v vrtcu : magistrsko delo

Hriberšek, Vesna (avtor), Zalar, Konstanca (mentor)

Vzgojitelj se pri svojem delu velikokrat znajde v vlogi razmišljujočega praktika. Eden izmed ciljev, ki ga želi doseči, je, da bi otroci napredovali, se razvili v kritične mislece in razvili svojo ustvarjalnost in potenciale. Pri spoznavanju otrokovih močnih in šibkih področij celostnega razvoja, vzgojitelj pri svojem delu sistematično opazuje, dokumentira, arhivira otrokov napredek in razvoj na vseh področjih, tudi glasbenem. Pomembno vlogo ima otrokova lastna aktivnost, ki mora biti v varnem in spodbudnem učnem okolju. Pri tem se vzgojitelj sooča tudi s pomisleki o svojem načinu dela. Samorefleksija dela mu pomaga uvideti, kako se razvija na svoji profesionalni poti, hkrati pa v refleksijo dela, vključuje tudi formativno spremljanje otrok. Na nivoju takšnega spremljanja, so glavni akterji otroci, katerim je treba ponuditi primerne izzive in jim pomagati pri nadgrajevanju njihovega znanja, sposobnosti in spretnosti. Vzgojitelj pri izvajanju pedagoškega procesa uporablja različne metode učenja, ki se razlikujejo glede na način izvedbe vzgojno-učnega procesa. Pri tem otroke spodbuja in jim omogoča spodbudno in varno učno okolje, pridobivanje novih znanj, izkušenj in doživetij. Istočasno sledi interesom otrok in jih aktivno vključuje pri načrtovanju dejavnosti ter z njimi komunicira. V magistrskem delu smo predstavili nove didaktične pristope, ki jih je osnoval Zavod RS za formativno spremljanje. Ugotovili smo, da formativno spremljanje spodbuja aktivno vlogo otroka učnem procesu, s tem smo dobili vpogled, v kolikšni meri je podprta participacija otroka. Rezultati so nam dali tudi podatke o pogostosti izvedenih načrtovanih glasbenih dejavnostih, ki jih načrtujejo vzgojitelji, ter katere glasbene dejavnosti predlagajo otroci. Eden izmed pomembnih podatkov, ki smo jih pridobili, je bilo tudi, katera področja otrokovega razvoja vzgojitelji največkrat spremljajo in evalvirajo. Tekom naše raziskave smo prišli do spoznanj, da formativno spremljanje vpliva tudi na profesionalni razvoj vzgojitelja.

• Jezik: Slovenski jezik
• Ključne besede: formativno spremljanje, glasbene dejavnosti, metode učenja, načrtovanje glasbene vzgoje, participacija otrok.
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: V. Hriberšek
• Leto izida: 2024
• Št. strani: 91 str.
• PID: 20.500.12556/RUL-153539
• UDK: 373.2:78(043.2)
• DOI: 20.500.12556/RUL-153539
• COBISS.SI-ID: 180912643
• Datum objave v RUL: 13.01.2024

HRIBERŠEK, Vesna, 2024, Uvajanje formativnega spremljanja pri glasbeni vzgoji v vrtcu : magistrsko delo [na spletu]. Magistrsko delo. Ljubljana : V. Hriberšek. [Dostopano 3 junij 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=153539

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Introducing Formative Monitoring in Kindergarten Music Education

Izvleček

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.

• Ključne besede: Formative monitoring, music activities, learning methods, music education planning, participation of children.