Otroci soustvarjajo kotičke v igralnici : projekt participacije otrok v vrtcu

Zidarič, Katarina (avtor), Turnšek, Nada (mentor)

Otroci v vrtcu preživijo več kot polovico svojega dne, zato je ključnega pomena, da na različne načine sodelujejo in ustvarjajo svoje bivanje in učenje v instituciji. Participacija pomeni aktivno soudeležbo otrok pri načrtovanju in izvajanju dejavnosti v vrtcu. Zapisana je v številnih kurikulih predšolskih sistemov v svetu, najbolj pa je zastopana v konceptu Reggio Emilia. Pomemben premik in nov pogled na otroka je prinesla tudi Konvencija o otrokovih pravicah (1987), ki poudarja pravice otrok in jim dodeljuje možnost sodelovanja ter izražanja svojih mnenj v otroštvu. V vrtcu participacijo otrok lahko dosežemo z metodičnim pristopom reševanja problemov odprtega tipa (open-ended problem solving, Maxim, 1989), ki predvideva, da strokovni delavci vrtca zagotavljajo otrokom priložnosti, da rešujejo vsakdanje življenjske probleme čim bolj samostojno, z lastnimi kreativnimi predlogi in zamislimi. V prvem delu diplomske naloge so predstavljena teoretična izhodišča participacije v vrtcu in temeljni dokumenti, v katerih je zastopana participacija in predstavljajo podlago za delo v vrtcih. V nadaljevanju je predstavljen pedagoški koncept Reggio Emilia, kjer ima participacija ključno mesto. S participacijo pa je povezana tudi ustvarjalnost, ki je v zgodnjem otroštvu zelo pomembna. Z ustvarjanjem otroci spoznavajo stvari in predmete ter na različne načine rešujejo probleme in preizkušajo različne rešitve. V empiričnem delu je predstavljena izvedba projekta participacije otrok. S pomočjo raziskovanja odprtega tipa (open-ended problem solving, Maxim, 1989), so otroci aktivno načrtovali in sodelovali v projektu Otroci soustvarjajo kotičke v igralnici. S tem so udejanjili svoje želje, predloge in ideje o postavitvi, vsebini in dejavnostih želenih kotičkov.

• Jezik: Slovenski jezik
• Ključne besede: participacija, raziskovanje problemov odprtega tipa, koncept Reggio Emilia
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [K. Zidarič]
• Leto izida: 2014
• Št. strani: 74 str.
• PID: 20.500.12556/RUL-69001
• UDK: 373.2.016(043.2)
• COBISS.SI-ID: 10214473
• Datum objave v RUL: 10.07.2015

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Children co-crate corners in the playroom

Izvleček

Children spend more than a half of their day in a kindergarten and because of that, it is of crucial importance that they are in many different ways involved in and co- creating their living and learning in an institution. Participation stands for children's active involvement in planning and performing activities in a kindergarten. It is a part of several preschool curriculums around the world and it is best represented in the Reggio Emilia approach. The Convention on the Rights of the Child (1987) was also an important step towards a different view on a child. It stresses children's rights and it offers them the possibility of collaborating and expressing their opinions in childhood. The methodical approach to open-ended problem solving (open-ended problem solving, Maxim, 1989) is one way of encouraging participation in a kindergarten by means of providing opportunities for children to solve everyday problems as independently as they can, using their own creative suggestions and ideas. The first part of my diploma thesis introduces the theoretical bases of participation in a kindergarten and key documents on participation, which represent the foundation for working in a kindergarten. The Reggio Emilia approach, in which participation is of key importance, is introduced as well. Participation is also connected to creativity, which is very important in early childhood. With creativity, children become familiar with things and objects, solve problems in different ways and try out different solutions. The empirical part of the thesis focuses on the children’s participation project. By using the open-ended problem solving (open-ended problem solving, Maksim, 1989), children actively planned the project ‘Otroci soustvarjajo kotičke v igralnici’ (‘Children co-create the playroom’) and took part in it. They were able to realise their wishes, suggestions and ideas about the placement, content and activities of different parts of the playroom.