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Prednost učenja pred poučevanjem
ID Gojčič, Žan (Author), ID Koler, Božo (Mentor) More about this mentor... This link opens in a new window, ID Urbančič, Tilen (Mentor) More about this mentor... This link opens in a new window, ID Batistič Zorec, Marcela (Author), ID Krnel, Dušan (Author)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/459/ This link opens in a new window

Abstract
V uvodnem delu prispevka so predstavljeni pogledi na učenje in poučevanje v različnih pedagoških konceptih skozi zgodovino ter razlaga M. Montesori in Vigotskega, da otroci v predšolskem obdobju prehajajo iz spontanega (nenamernega) v reaktivno in namerno učenje, ki je pomembno vplivalo na sodobne predšolske kurikulume. Tretje, osrednje poglavje obravnava ključna teoretska izhodišča o razvoju mišljenja, učenju in o poučevanju, ki so vplivali na pristop Reggio Emilia: razlage M. Montessori, Deweyja, Piageta, Vigotskega, Brunerja, M. Donaldson in Gardnerja. Teoretska izhodišča avtorja dopolnjujeta z razlagami in s primeri s področja naravoslovja. V sklepnem poglavju sta avtorja primerjala (postmoderni) pristop Reggio z modernimi, k otroku usmerjenimi oz. razvojno ustreznimi programi predšolske vzgoje.

Language:Unknown
Keywords:razvoj mišljenja
Work type:Not categorized
Organization:PEF - Faculty of Education
Publisher:Pedagoška fakulteta
Year:2009
Number of pages:47-76
Numbering:2009
PID:20.500.12556/RUL-69323 This link opens in a new window
Publication date in RUL:10.07.2015
Views:1628
Downloads:237
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Secondary language

Language:Unknown
Title:The advantage of learning over teaching
Abstract:
In the introduction the views on learning and teaching in different pedagogical concepts through the history are presented, followed by the explanation of M. Montesori and Vigotsky that in pre-school age children pass on from spontaneous (unintentional) to reactive and intentional learning, which significantly influenced the contemporary preschool curricula. The third, central chapter deals with the key theoretical starting points of the development of thinking, learning and teaching that influenced the Reggio Emilia approach: the explanations of M. Montessori, Dewey, Piaget, Vigotsky, Bruner, M. Donaldson and Gardner. The theoretical starting points are supplemented by the explanations and cases from the field of natural sciences. In the final chapter the authors compared (the postmodern) Reggio approach to (the modern), towards a child oriented and developmentally appropriate programmes of pre-school education.

Keywords:development of thinking

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