This article presents part of the research performed in a project from 2008 to 2013, regarding the introduction of the Reggio Emilia approach to Slovene preschool educators. The study's aim was to ...recognize the possible influence of the training-from 2009 to 2011-in this project on educators' viewpoints and the promotion of children's participation in practice. We believe that a potential reform of the Slovene national curriculum should establish the participation of children as one of its key principles. It seems that the two-year intensive training of educators, followed by projects in preschool practice, has been a successful step in this direction.
Since most of the children in Slovenia attend full-day programs, the daily routine represents a significant part of children’s lives in preschool institution. We presents some of the findings of a ...research on children’s participation in daily routine and play; in this paper, we focused on meals. In a study, which included 150 preschool teachers from Slovene preschools we researched their viewpoints with a questionnaire, made by ourselves. The results show that some problematic practices still exist, as insisting that children at least try the food they refused or that they must eat everything from their plate. Less than a quarter of teachers encourage children to express their desires and proposals abut meals in preschool. The obstacles to changes in daily routines might be in the traditions and stereotypical beliefs of preschool teachers. We suggest that children should participate more in the organization of daily routine.
In Slovenia there is a unitary system of early education for all preschool-aged children. Since the vast majority of children attend full-day programmes, the daily routine represents a significant ...part of life for children in kindergarten. When systemic and curricular reform of preschools was introduced at the end of the twentieth century, lot of attention was paid to changing the previously rigid and non-individualised daily routine. This article presents some of the findings of a research project that introduced principles of Reggio Emilia preschools in Italy to preschool teachers in Slovenia and concerned indirectly the daily routine. The focus was on whether and in what manner the daily routine changed in the decade after the introduction of the new national curriculum, and whether the mentioned training influenced these changes. The results show increased flexibility of the daily routine in teachers' practices but the picture is not uniformly positive.
In postmodern times, it is impossible to seek universal truths in education that would be constant and valid for all times and places. Therefore, the basis for our decision-making in education is the ...question of how we - adults - see 'the child' and 'childhood', what we call subjective theories of teachers. In this article, I start from the view of the child as a powerless and help-needing individual, an 'empty vessel' into which we 'pour' knowledge. An alternative to this perception is the competent child, especially stressed in the Reggio Emilia approach. The Reggio Emilia preschool teachers include participation of children to their work and they believe that in educational process everybody learn: not only children but the adults also. In a related research and education project at the Faculty of Education at the University of Ljubljana (2009-2013), we encouraged about 200 Slovenian teachers to introduce the Reggio Emilia elements to their preschool practice. I will illustrate and analyse the idea of the competent child and children's participation in preschool with the remarkable project: how the children and their teachers from the Globoko Preschool together and with the aid of film director, schoolchildren and janitor made a cartoon. I believe that such experience can be a motivation and challenge for preschool workers to embrace the children's participation and to learn together with children.
U post modernom vremenu u polju edukacije nije više moguće tražiti univerzalne istine, koje bi važile za sva vremena i krajeve. Baza za naše odlučivanje u edukaciji je pitanje, kako mi – odrasli – ...vidimo ‘dijete’ i ‘djetinjstvo’, što je poznato pod nazivom subjektivne ili implicitne teorije odgojitelja. U članku počet ću sa podobom djeteta kao nemoćne osobe za koju treba brinuti i kao ‘prazne posude’ u koju sipamo znanje. Alternativa ovoj percepciji je kompetentno dijete kojega najviše in dosljedno podudare u Reggio Emilia pristupu. Odgojitelji u Reggio Emilia vrtićima pored drugog uključuju participaciju djece u svoj pedagoški rad i vjeruju da u odgojnom procesu uče svi: ne samo djeca nego i odrasli. U istraživačkom i obrazovnom projektu na ovu temu, koje smo vodili na Odjeljenju za predškolski odgoj na ljubljanskom Pedagoškom fakultetu od 2009 do 2013. godine sudjelovalo je više od 200 predškolskih radnika. Pomoću izlaganja i radionica stimulirali smo ih, da principe Reggio Emilia pristupa unose u rad sa djecom u svojima vrtićima. Ovdje ću ilustrirati i analizirati ideju kompetentnog djeteta i participacije djece u vrtiću preko jednog od tih projekta: kako su djeca i odgojitelji Vrtića Globoko zajedno i uz pomoć režisera, školske djece i domara izradili crtani film. Nadam se, da će prikaz ovog praktičnog edukacijskog rada služiti predškolskim radnicima kao izazov i motivacija, da podržavaju participaciju djece i zajedničko učenje djece i odraslih u vrtiću.
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