Child, childhood and education are three simple terms, which hide vitally important purposes, functions and values. The knowledge of the development of a preschool child, acceptance, observation and respect of every child and its individuality, guides the educators when performing their proper, professional and autonomous educational work.
Pedagogical profession is a great communication. From planning, to performance and evaluation with children, reflexion, to diverse cooperation with parents, and constant study and education about the pedagogical mission. The knowledge of theoretical hypotheses of Curriculum for Kindergartens, the central and leading national document, is the first important step towards the realization of pedagogical practice.
Curriculum for Kindergartens includes many approaches, methods and specific directions for regarding the individual work. Quite a few approaches have been accepted for quite some time and they present an indispensable part of the construction curriculum. Bibliotherapy is one of the alternative approaches, which has only started to assert in the Slovenian space. It is connected with the Curriculum for kindergartens, mostly with the language field. It has an impact on the overall development of an individual.
In my research I was interested in whether the educators know the purpose, pedagogical-therapeutic meaning and process of bibliotherapy, whether the educators feel they are professionally competent to perform bibliotherapy, how and in which ways they integrate bibliotherapy in their pedagogical work, and what their criteria are when choosing literature. The respondents anonymously wrote their opinions and past experience in a survey questionnaire which was compound in advance.
In the diploma thesis, I wished to stress the basis of pedagogical mission – child, childhood and education, and to analyse educational process in which educators more and more integrate alternative approaches, which enable the children independent, active, free and competent expression. Bibliotherapy and education have a common goal – the result is not crucial, the process is.
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