Možnost uvajanja načina dokumentiranja in uporabe dokumentacije po pristopu Reggio Emilia v 1. in 2. razred javnih osnovnih šol v Sloveniji

Jevšnik, Špela

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Title:	Možnost uvajanja načina dokumentiranja in uporabe dokumentacije po pristopu Reggio Emilia v 1. in 2. razred javnih osnovnih šol v Sloveniji
Authors:	ID Jevšnik, Špela (Author) ID Gartner, Smiljana (Mentor) More about this mentor... ID Vršnik Perše, Tina (Comentor)
Files:	MAG_Jevsnik_Spela_2020.pdf (946,77 KB) MD5: C22042A45D4639841A8548791CECC89F PID: 20.500.12556/dkum/92435d93-50cb-4024-9238-d712f4ce3650
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Pristop Reggio Emilia je sodoben pedagoški pristop, ki poudarja pomembnost celostnega razvoja otroka, vključenost vseh deležnikov vzgojno-izobraževalnega procesa in okolja. Ob tem nastaja edinstvena dokumentacija, ki je eden od elementov pristopa Reggio Emilia. V magistrski nalogi smo proučevali možnosti uvajanja načina dokumentiranja in uporabe dokumentacije po pristopu Reggio Emilia v 1. in 2. razredu javnih osnovnih šol v Sloveniji. Na podlagi polstrukturiranih in strukturiranih intervjujev z vzgojiteljicami in z učiteljicami ter opazovanja z udeležbo je bilo ugotovljeno (i) da je mogoče z manjšimi prilagoditvami uvajati vse raziskovane elemente RE pristopa; (ii) da ima RE dokumentacija oz. celoten RE pristop vpliv na dobro sodelovanje med starši oz. skrbniki in vzgojno-izobraževalno ustanovo; (iii) da se z RE elementom moč dokumentacije otroku omogoča spremljanje samega sebe v procesu, s tem je spodbujena otrokova samostojnost, samomotivacija in kreativnost ter (iv) da bi lahko bila RE dokumentacija uspešna dopolnitev opisnemu ocenjevanju. Učitelju bi se namreč omogočilo zajeti vsa področja učenčevega dela, tudi tista, ki se pri opisni oceni pojavljajo redkeje; ker RE dokumentacija omogoča in spodbuja sprotno (samo)refleksijo vseh vpletenih, bi bilo razumevanje opisnih ocen večje in boljše; vključili bi vse deležnike vzgojno-izobraževalnega procesa, predvsem pa starše, ki bi na podlagi Reggio Emilia dokumentacije in Reggio Emilia pristopa nasploh, postali pomemben del otrokove učne izkušnje.
Keywords:	pristop Reggio Emilia, dokumentacija, opisne ocene, pedagogika, javne šole, javni vrtci, alternativni pedagoški pristop
Place of publishing:	Maribor
Publisher:	[Š. Jevšnik]
Year of publishing:	2020
PID:	20.500.12556/DKUM-77597
UDC:	37.016:373.3(043.2)
COBISS.SI-ID:	34470403
NUK URN:	URN:SI:UM:DK:SAS9INXQ
Publication date in DKUM:	28.10.2020
Views:	1013
Downloads:	141
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	06.09.2020

Secondary language

Language:	English
Title:	The possibility of intruducing the method of documentation and its uses according to the Reggio Emilia approach in the first and second grade of public elementary schools in Slovenia
Abstract:	The Reggio Emilia approach is a contemporary pedagogical approach which emphasizes the importance of comprehensive development of a child and the integration of all participants in the educational process and environment. One of the elements of the Reggio Emilia approach is the unique documentation which is being formed during the process. This Master’s thesis studies implementation options of the mode and use of documenting based on the Reggio Emilia approach in the first and second school year in Slovenian public primary schools. Based on semi-structured and structured interviews with teachers and pedagogues and using participant observation, we determined that (i) all research elements of the RE approach can be used with minor modifications; (ii) the RE documentation and the whole RE approach influences on good cooperation between parents/caretakers and the educational institution; (iii) the RE element called power of documentation enables a child to be aware of itself in the process which encourages its independency, self-motivation and creativity; (iv) and that RE documentation could successfully complement descriptive assessment. Thus, a teacher could embrace all fields of a schoolchild's work including those which rarely occur when descriptive assessment is used; because RE documentation enables and stimulates real-time (self-)reflection of all involved persons, it would improve the understanding of descriptive assessments; all participants of the educational process would be included, especially parents, which would become a significant part of a child’s learning experience based on the Reggio Emilia documentation and approach in general.
Keywords:	Reggio Emilia approach, documentation, descriptive assessments, pedagogics, public schools, public kindergartens, alternative pedagogical approach

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