Spremljanje in dokumentiranje otrokovih dosežkov in napredka v vrtcu

Peternelj, Manca (author), Batistič Zorec, Marcela (mentor)

Namen diplomskega dela je bil raziskati mnenja vzgojiteljic o spremljanju in dokumentiranju otrokovih dosežkov ter s pomočjo analize njihove dokumentacije ugotoviti, kakšna je praksa na tem področju. V teoretičnem delu diplomskega dela sem se osredotočila na to, katere vrste in tehnike opazovanja poznamo, do kakšnih napak lahko pride pri tem, kakšni so cilji spremljanja otrokovih dosežkov in napredka ter kakšna je uporabna vrednost zapisov za starše, otroka in vzgojitelje. V nadaljevanju sem podrobneje predstavila portfolio kot eno izmed oblik spremljanja otrokovega razvoja. Zadnje poglavje sem namenila spremljanju in dokumentiranju otrokovih dosežkov v vrtcih Reggio Emilia. Ugotovitve iz teorije sem nato povezala z ugotovitvami empiričnega dela in jih podprla s primeri iz gradiv vzgojiteljic. Rezultati kažejo, da se vzgojitelji zavedajo pomembnosti spremljanja otrokovih dosežkov in napredka, vendar zaradi različnih razlogov (pomanjkanje časa, neznanje …) še vedno najpogosteje uporabljajo dnevniške in anekdotske zapise. Le nekaj vzgojiteljic za spremljanje otrokovih dosežkov in napredka uporablja portfolio. Opažen je razkorak med prakso v slovenskih vrtcih in vrtcih Reggio Emilia. Za večino slovenskih vzgojiteljev je glavni namen opazovanja otrok ocenjevanje otrokovega napredka skladno z vnaprej danimi kategorijami oz. značilnostmi »normalnega« oz. povprečnega otroka določene starosti, predšolska institucija pa služi kot proizvajalka rezultatov, tj. doseganja vnaprej predvidenih ciljev. V vrtcih Reggio Emilia pa se vse bolj oddaljujejo od tega pojmovanja, saj menijo, da je namen dokumentiranja narediti učenje vidno (Batistič Zorec in Prosen, 2015: 29). Zanje je dokumentiranje orodje, s katerim vizualizirajo procese učenja otrok, njihovo iskanje pomenov in poti konstruiranja znanja (Hočevar in Kovač Šebart, 2010: 95).

• Language: Slovenian
• Keywords: vzgojitelji predšolskih otrok
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2017
• PID: 20.500.12556/RUL-98299
• COBISS.SI-ID: 11831625
• Publication date in RUL: 13.12.2017

Secondary language

• Language: English
• Title: Monitoring and documenting children's achievements and progress in preschool

Abstract

The purpose of this diploma thesis was to research the opinions of preschool teachers on monitoring and documenting a child’s attainments, and determine the current practice in the field by analysing their documentation. The theoretical part of the diploma thesis focuses on the known observation types and techniques, the mistakes that can be made in the process, the aims of monitoring a child’s attainments and progress, and the usefulness of their notes for parents, the child and preschool teachers. Afterwards, it presents the portfolio in greater detail as a form of monitoring a child’s development. The final chapter is dedicated to monitoring and documenting a child’s attainments in the Reggio Emilia kindergartens. The theoretical findings were then linked to the empirical findings, and corroborated with examples from the materials of preschool teachers. The results show that preschool teachers are aware of the importance of monitoring a child’s attainments and progress, but that for various reasons (lack of time or knowledge, etc.) they still use diary and anecdotal entries the most. Only a few preschool teachers use the portfolio to monitor a child’s attainments. There is a noticeable gap between the practice of Slovenian kindergartens and that of the Reggio Emilia kindergartens. For the majority of Slovenian preschool teachers, the main purpose of observing children is to assess a child’s progress in accordance with the predetermined categories or characteristics of a “normal” or average child of a certain age, while the preschool institution serves as a producer of results, i.e. of the attainment of pre-envisaged goals. The Reggio Emilia kindergartens, on the other hand, are distancing themselves from such a notion, for they believe that the purpose of documenting is to make learning visible (Batistič Zorec and Prosen, 2015: 29). To them, documenting is a tool used to visualise the learning processes of children, their search for meaning, and their paths toward constructing knowledge (Hočevar and Kovač Šebart, 2010: 95).

• Keywords: kindergarten teacher