The role of Kindergarten in LLL Essay

The role of Kindergarten in LLL Essay

? 1 ) http://www. hfrp. org/publications-resources/browse-our-publications/getting-parents-ready-for-kindergarten-the-role-of-early-childhood-education 2 . http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=477 Successful Transition to Kindergarten: The Role of Teachers & Parents Simply by Pam Deyell-Gingold While fresh kindergartners happen to be worrying about if anyone will probably be their friend and if they’ll be able to locate the bathroom, their preschool educators are wondering if perhaps they’ve been successful at planning their little students for this big change. In recent years the role of kindergarten has changed from an extension of preschool to a a lot more academic environment because of fresh standards in the public educational institutions that “push back” educational skills to earlier degrees. How can we ensure that each of our students generate a smooth transition? Are each of our students mature enough? What can we perform to make them “more” ready? This article will explore the skills that constitute pre-school “readiness, ” how kindergarten teachers can collaborate with parents and kindergarten professors to make the process more rewarding for all, and activities to aid prepare children for what will be expected of these in pre-school. The Change Process Kids go through many transitions through their lives, but one of the most important transitions is the 1 from a preschool plan to pre-school. “During this era behavior is designed and thinking are shaped that will effect children throughout their education” (PTA and Head Start, 1999). Children’s transitions are the majority of strongly motivated by their home environment, the preschool software they enroll in, and the continuity between kindergarten and pre-school (Riedinger, 1997). In 95, Head Start as well as the Parent Instructor Association (PTA) began an agenda to create a partnership between the two organizations in order to create successful transition techniques and to showcase continuity in parent and family involvement in the schools. Three initial programs were studied to ascertain “best practice” in kindergarten transition, also to foster the continued strong participation of families in their children’s education. They worked with general schools to develop parent-friendly environments and to develop strategies that lessen the barriers to involvement (Head Start & PTA, 1999). Even Start, a federal plan for low-income families integrated to improve educational opportunities for youngsters and adults, also helps father and mother to work with the school system to aid their children be successful. Their research found that parents sensed that the manner in which Even Start focuses on the family strengths rather than disadvantages and enables the households to identify their own needs, empowered them more than anything else to help them to support their children in school (Riedinger, 1997). Kindergarten Readiness A 1998 study by National Centre for Early on Development & Learning of nearly three or more, 600 kindergarten teachers nationwide indicated that 48 percent of children include moderate to serious challenges transitioning to kindergarten. Instructors are most often worried about children’s abilities in following directions, scholars, and working independently. There seems to be a difference between the expectations of educators and the real skills of kindergarten kids. Therefore , a purpose for pre-school teachers to collaborate with both parents and preschool professors exists (Pianta & Cox, 1998). School readiness is far more than a couple of academics, although. As reported in a Nationwide Education Desired goals Panel in 1998; “The prevailing view today, however , is that readiness shows a range of dimensions, for instance a child’s health and physical development, social and emotional advancement, approaches to learning, language and communication skills, and intellectual and standard knowledge” (California Department of Education, 2000). Historically, pre-school was a “children’s garden”: an area to communicate for the first time with a group of agemates, and to study basic skills through play. Today, due to increasing numbers of doing work mothers, single-parent families, and strict welfare regulations, various children commence having group experiences within a child care software or friends and family child care house at a much earlier age group. Together with the matter that America’s children are not getting adequate education to compete in a global market, the schools started to make the transition from the children’s garden to “curriculum escalation” (Shepard & Smith, 1988) and “academic trickle-down” (Cunningham, 1988). Even though the trend toward focusing on academics skills proceeds at a fast pace, early on childhood professionals argue for the more bundled curriculum that addresses the developmental requires of each child. Social Realignment Although teachers may be becoming more and more more important, research shows that social skills are what the majority of affect university adjustment (Ladd & Selling price, 1987; Ladd, 1990). Kindergarten teachers should never feel pushed into educating academics beyond what is early childhood “best practice” (Bredekamp & Copple, 1997) but should continue to concentrate on social and emotional development. Children who've been rejected by way of a peers in kindergarten generally have poor school performance, even more absences, and negative attitudes towards school that last throughout their very own school years. “Three particular social skills that are seen to influence children’s peer popularity: play patterns, ability to get into play groups, and interaction skills” (Maxwell & Eller, 1994). Perform Behavior and Communication Expertise Specific actions that cause rejection by simply fellow students include things like hard play, arguing, upsetting points in class, hoping to get their own approach, and not writing. Children who have exhibit these types of behaviors as well tend to become less independent and less cooperative than their peers. Most children prefer having fun with others whom are polite, caring, and attentive. Kindergarten teachers and parents need to instruct young children social skills, specifically how to enter in social organizations. For example , children who state, “Looks like that’s an enjoyable game, can one play? ” are more likely to end up being accepted than those who push others apart and whine, “I require a turn! ” Another important interpersonal skill is definitely the ability to participate in complicated illusion games and take part in making up and extending the storyplot. Children whom lack satisfactory experience having fun with age-mates might feel frustrated at not being able to keep up with the functions of their classmates. “A nice amount of guided social experience with peers prior to pre-school helps children do well in this new world” (Maxwell & Eller, 1994). Some kids need assist with learn how to play make-believe. A educator can help style this by providing verbal tips like, “You be the mommy, and I’ll be your little girl. Can I help you make dinner, Mommy? ” Some kids need simple guidelines to keep these people focused on their very own roles. Others may need help to read the emotions on people’s faces. “Look at Nick’s face. He can sad since you ripped the loath away from him. ” Mainly because young children you don't have a large enough vocabulary to express themselves, teachers can help all of them find phrases to express their particular feelings such as, “You’re feeling frustrated. Let’s go look for a puzzle with fewer pieces. ” Connection skills, such as being able to be a part of a chat, listen to others, and discuss are also crucial. For example , kids who personally speak to peers, are attentive to others in the group, and respond to the initiations of others tend to become liked by the other children. Disliked youngsters are more likely to generate irrelevant feedback, reject the initiations of other children without causes or explanations, and often produce comments with out directing these to anyone (Maxwell & Eller, 1994). Element of a teacher’s task is always to quietly help remind children to check out the person they’re talking to, and listen to what another kid is saying. Immaturity and Redshirting A common practice when coping with children who are not socially mature is always to keep them out of college for a year, in the wish that “readiness will emerge. ” In academic sectors this is termed as “redshirting, ” a term borrowed by college athletics. However , “Research shows that redshirts are not getting an educational advantage, as well as the extra 12 months does not fix the interpersonal development conditions that caused preliminary concern” (Graue, 1994). Parents who are told that their children have to stay home for the year ought to ask for the issues. “Developmentally ideal practice is less common in kindergarten, and primary teachers face many constraints and stresses that educators of younger children are not but experiencing inside the same strength [although preschool seems to be next with for “pushdown” curriculum]. ” (Jones, Evans, & Rencken, 2001). “If we think inclusively we have to problem-solve in ways to allow the amazing diversity shown by the qualities of kindergartners…. Redshirting and retention are outmoded tools that should be substituted by appropriate practices. 1 step in the proper direction is collaboration among preschool and elementary school educators” (Graue, 1994). A second stage is to possess parents understand what experiences can help their child have a successful change. Learning About Class Styles In collaborating with kindergarten teachers, preschool professors and parents ought to visit the university and pay close attention to details that may impact their students in kindergarten. “When instructors and parents acknowledge a viewpoint of education, children generally adjust even more easily” (Maxwell & Eller, 1994). Children feel safer in their fresh environment in the event they believe that their parents support the teacher and the school. The first step may be either a meeting with the kindergarten instructor or a category field visit to the elementary school. “Observe pre-school classrooms to distinguish teaching styles, classroom managing techniques, and routines. As well try to recognize skills which have been needed to be successful in playing the pre-school classroom” (Karr-Jelinek, 1994). In her analysis, Karr-Jelinek applied a directory of what parents (and teachers) ought to look for within a kindergarten classroom, to see if youngsters – both equally normally growing and with special demands – are set for the classroom they will visit:? Just how many actions are given at any given time in guidelines?? What types of words are children expected to understand?? How does every individual child beat the other children?? How long are children expected to sit down still within a group?? When do kids speak away of switch or move around when they ought to be sitting?? Simply how much independence is expected?? Which kind of work is being done? (small groups, seatwork, etc . )? Where may possibly my special needs pupils need extra help?? What style of special information can I pass along to the teacher regarding each kid? (Karr-Jelineck, 1994) Although objectives vary simply by teacher and school region, by the time kids reach kindergarten they should be able to listen to a tale in a group, follow several oral directions, take turns and share, stick to rules, admiration the property more, and work within time and space limitations. They need to understand difference among work and play, learning when and where they are all appropriate. “Most five-year-olds may express themselves fluently with a selection of words and will understand an even larger variety of words used in conversations and stories” (Nurss, 1987). A large number of kindergartens utilize learning centers, small group instructions, and entire group vocabulary activities. Nevertheless , others make use of “structured, complete group paper-and-pencil activities oriented to academic subjects, just like reading and arithmetic. The subjects in these kindergartens often produces a downward file format of the principal grade programs and may call for the use of workbooks, which are component to a primary level textbook series. Many early on childhood pros have voiced out on the inappropriateness of such a curriculum” (Nurss, 1987). Planning Parents for the Changeover High-quality preschool programs encourage parent participation in the home and the classroom. Volunteering to study during story time, to share cultural customs, or to be considered a lunch guests are all techniques for parents to feel that they can be a part of their child’s university life. According to the National PTA, parent and family involvement increases pupil achievement and success. If preschool instructors can make father and mother feel everyone should be open helping in the classroom, they will be more likely to remain associated with their child’s future education. Many parents worry about youngsters entering elementary school because of their individual negative school experiences. They could feel afraid of teachers and uncomfortable coming out at university events – even intended for orientation and enrolling youngsters in school (Reidinger, 1997). Parents’ expectations of how well kids will do in school influence children’s performance. It appears that parents whom expect achievement may present more support, encouragement and praise, which might give their children more self-pride and self-confidence. The most important factor is that kids who rely on their own capabilities have been located to be easier in school (Dweck, 1991). To help parents, kindergarten teachers can arrange sessions to the university and consider parents along on the pre-school field trip. They can ask for children being paired with a kindergarten “buddy” who can take the tablets around, although parents discuss with the tutor or navigate to the office to register their child. Research done by Rathbun and Hauskin (2001) demonstrated that the even more low-income learners that were enrolled in a school, the less parent involvement there was. Involving low-income families inside the schools may help to break the cycle of poverty of future decades. One way to genuinely help the family members with change is to empower the parents to behave as recommends for their children. Parent conferences and newsletters can help father and mother learn how to use school personnel, learn about offer opportunities by school, along with how to put together their child at your home for kindergarten. They may need some suggestions on how to help their children and themselves manage anxieties relevant to transitions via preschool to kindergarten. Planning Children for Transition In the last few weeks of summer, kids start awaiting going to pre-school, and are concerned at the same time. It is important for parents to take care of the child’s entrance in kindergarten as being a normal event and not develop the event in children’s heads. An important way to provide continuity for your child is to get preschool classmates or additional children that will be in all their kindergarten category. According to research, children with a familiar expert in a new group setting have fewer problems adjusting to new environments (Howes, 1988). Transition Activities for Parents and Children. A lot more you discuss this move in a matter-of-fact way, a lot more comfortable kids will become. Inspire parents to organize their child to get kindergarten together with the following:? Visit the school and so the children may meet the kindergarten teacher and see what kindergarten is really like. Try to arrange for them to see more than one sort of classroom activity, such as seatwork time and free choice period. Show them where the bathroom and cubbies are located.? Find out what lunchtime will be like. If the youngsters are going to receive a school lunch time, they may need to learn how to open new sorts of containers.? Browse books about kindergarten.? Answer children’s queries in a easy way as to what they will carry out in kindergarten. Tell them they are going to listen to stories, do keeping track of activities, include group time, and enjoy outside.? Explore how long the kindergarten day is and what the daily routine will be like. They will wish to know what will end up being the same as preschool and what will be different.? If the children are going to a school that presents more diversity than they are knowledgeable about, talk actually with all of them about racial and ethnic differences and disabilities.? If children are gonna be taking the schoolbus the first time, you will need to discuss schoolbus security rules.? Reassure children that they will be found from school every day just as they are really in preschool.? Check to make sure your pre-kindergarten children are able of fundamental kindergarten “readiness” skills. (See sidebar beneath. ) Bottom line The change from kindergarten to pre-school can be a stress filled time for equally children and oldsters. However , if perhaps preschool instructors can assist in collaboration among parents and kindergarten and familiarize kids with the workings of pre-school, it will be a smoother procedure. Parents ought to try to find a developmentally appropriate class because of their child by simply observing distinct classrooms and talking to professors about educational philosophies. Kindergarten teachers, with the knowledge of distinct learning variations and the temperaments of their college students, can help everyone with this important move. Pam Deyell-Gingold is a graduate student in Human Creation at Pacific Oaks College or university. She works as master teacher at Within the, teaches child development classes for Favor Community School, and is a contract writer and anti-bias curriculum enthusiast. Her home with the Sierra rolling hills near Yosemite National Playground, California. Sources Bredekamp, S. & Copple, C. (1997) Developmentally ideal practice pertaining to early childhood programs. Modified edition. Washington, DC: NAEYC. California Dept of Impotence., (2000). Prekindergarten learning and development suggestions. Sacramento, CA. Cunningham, A. 1988. Eeny, meeny, miny, moe: Assessment policy and practice in early childhood. Berkeley, CA: National Commission about Testing and Public Plan In Graue, E (2001, May) What’s going on in the children’s back garden today? Small children. Dweck, C. S. (1991). Self-theories and goals: their job in inspiration, personality and development. In Nebraska symposia on determination, Vol. thirty eight, ed. by R. Dienstbier, 199-235. Lincoln subsequently: University of Nebraska Press. [In Maxwell, Alternativt, 1994] Graue, E. (2001, May) What’s taking place in the children’s garden today? Young Children, g. 67-73. Howes, C. (1988). Peer connection of children. Monographs with the Society for Research in Child Creation 53 (2. Serial Number 217). In Maxwell, T. and Elr, C. (1994, September) Children’s Transition to Kindergarten, Small children. Howlett, Meters. P. (1970, February 18). Teacher’s release: My Regular Reader Shock, Vol. doze, Issue twenty. Jones, E., Evans, T., & Rencken, K. (2001) The Energetic Kindergarten, NAEYC publications. Karr-Jelinek, C. (1994). Transition to kindergarten: Parents and teachers working together. Educational Resources Data Center. Ladd, G. T., 1990. Having friends, keeping friends, making friends and being liked by colleagues in the classroom: Predictors of children’s early university adjustment? Kid Development (61) 1081-100. Ladd, G. T., & M. M. Price. 1987. Guessing children’s sociable and school adjustment following transition by preschool to kindergarten. Child Development, (58) 1168-89. Maxwell, K. & Eller, S. (1994, September). Children’s changeover to pre-school. Young Children, p. 56-63. Nationwide PTA & National Within the Association. (1999). Continuity to achieve your goals: Transition planning guide. National PTA, Chicago, IL. National Head Start Association, Alexandria, VA. Nurss, T. 1987, Preparedness for Pre-school, ERIC Clearinghouse on General and Early on Childhood Education, Urbana, IL; BBB16656. Pianta, R. & Cox, M. (1998) Pre-school Transitions. Instructors 48% of youngsters Have Move Problems. NCEDL Spotlights Series, No . 1, National Center for Early on Development & Learning: Church Hill, NC. Rathbun, A. & Hauskin, E. (2001). How are transition-to-kindergarten activities linked to parent involvement during pre-school? Paper provided at the Total annual meeting from the American Educational Research Basis: Seattle, WA. Riedinger, H. (1997), Possibly Start: Assisting transitions to kindergarten. Dept. of Education: Washington, POWER: Planning and Evaluation Service. Shepard, I actually. A. & M. We. Smith. (1988) Escalating academic demand in kindergarten: counterproductive policies. The Elementary School Diary, (89) 135-45. In Maxwell, K. and Eller, C. (1994, September) Children’s Change to Kindergarten, Young Children. Kindergarten Readiness Is…* A child whom listens? Todirections without interrupting? To reports and poems for five or five minutes devoid of restlessness A child who hears? Words that rhyme? Terms that start out with the same appear or several sounds Children who perceives? Likenesses and differences in photos and designs? Albhabets and terms that match A child who have understands? The relationship inherent in such words and phrases as along, top and bottom, small and big? The classifications of words that represent persons, places, and things A kid who talks and can�? Stay on the topic in class discussions? Retell a tale or composition in right sequence? Notify a story or relate an experience of her own A kid who thinks and can? Provide the main concept of a story? Provide unique ideas and essential details? Offer reasons for his opinions A kid who adjusts? To within routine and new circumstances without turning out to be fearful? To opposition or perhaps defeat devoid of crying or sulking? To necessity of seeking help when needed A child who plays? Cooperatively with other kids? And shares, takes converts and takes on his reveal of group responsibility? And will run, leap, skip, and bounce a ball with comparative dexterity A child whom works? Without being easily sidetracked? And employs directions? And completes every single task? And takes pride in her function *Adapted from Howlett, Meters. P. (1970, February 18). Teacher’s release: My Every week Reader Amaze, Vol. doze, Issue twenty. 3. http://www. edutopia. org/kindergarten-creativity-collaboration-lifelong-learning Kindergarten Is a Model to get Lifelong Learning Let’s maintain teaching creative imagination throughout institution and adulthood. By Mitchel Resnick Representation of two people sitting about letter blocks Credit: Wesley Bedrosian Ever since the first kindergarten opened in 1837, it is a place for showing stories, building castles, piece of art pictures, making new friends, and understanding how to share. But kindergarten is usually undergoing a dramatic transform. In today’s kindergartens, youngsters are spending more and more time filling out worksheets and drilling about flash cards. In short, kindergarten is becoming similar to the rest of school. Exactly the contrary needs to happen: We should associated with rest of institution (indeed, the rest of life) more like kindergarten. What’s thus special about kindergarten? Since kindergartners playfully create reports, castles, and paintings with one another, they develop and refine their abilities to think artistically and job collaboratively, exactly the abilities the majority of needed to achieve success and pleasure in the 21st century. Fundamental traditional kindergarten activities is actually a spiraling learning process through which children envision what they want to do, create a project based on their ideas (using blocks, little finger paint, or other materials), play with their very own creations, discuss their suggestions and masterpieces with other folks, and think about their encounters — all of which leads these to imagine new ideas and new projects. This iterative learning process is ideal planning for today’s fast-changing contemporary society, in which people must constantly come up with innovative solutions to unforeseen situations in their lives. In the event this approach is so well lined up with current societal requires, why do we so rarely support it in classrooms? 1 reason is the fact our society and our educational system don’t place enough benefit on creative thinking. Another reason is actually a lack of suitable media and technologies: Wooden blocks and finger fresh paint are great for learning kindergarten principles (such because numbers, designs, sizes, and colors). But since children get older, they want and need to work on more advanced jobs and learn heightened concepts. To achieve that, they need different types of tools, multimedia, and materials. This is where I believe digital systems can enjoy their most critical role. In the event that properly designed and applied, new technology can expand the pre-school approach, allowing “students” numerous to continue learning in the kindergarten style and, in the process, to hold growing because creative thinkers. In my analysis group on the Media Lab at the Ma Institute of Technology, we’ve been expanding new solutions specifically to support the kindergarten approach to learning. For example , we’ve collaborated with all the Lego Group since 1985 on a collection of robotics building kits that enable kids to imagine and create online inventions in the same soul as kindergartners build podiums with hindrances. Recently, we’ve developed a new programming dialect called Scrape, which delivers the pre-school learning way of the computer display. With Scratch (available like a free download), children can create their own interactive testimonies, games, and animations then share their particular creations on the internet. A vibrant community has developed about Scratch, while users present more than a 1, 000 new tasks on the Damage Web site every day. Some two hundred fifity, 000 persons participate in the city, most of them ages 8-16. One active participator in the community can be described as 13-year-old woman with the brand BalaBethany (ofcourse not her true screen name). As her first Scuff project, BalaBethany created and shared a great animated story with anime characters. Other members with the online community responded positively, submitting glowing comments under her project. Prompted, BalaBethany started to create and promote new cartoons stories on a regular basis, like shows in a tv show. BalaBethany regularly added new characters with her stories. At one level, she received an idea: Really want to involve the community in the process? The lady created and uploaded a new Scratch task that has announced a contest: The lady asked other community members to design a sister for starters of the characters. The task received much more than 100 remarks. One was from a residential area member whom wanted to enter the contest but didn’t understand how to draw anime characters. And so BalaBethany created another Damage project: a step-by-step guide that demonstrates a 13-stage process to get drawing and coloring an anime persona. Illustration of Mitchel Resnick Credit: Wesley Bedrosian I see BalaBethany like a case study of lifelong kindergarten. She is employing Scratch to assume, create, play, share, and reflect. In the act, she is refining her encoding and creative skills — and she’s developing as a creative thinker. Our supreme goal is actually a world packed with playfully innovative people who, like BalaBethany, carry on and learn while kindergartners carry out. Mitchel Resnick is overseer of the Long term Kindergarten group at the Ma Institute of Technology’s Press Lab. This information originally printed on 5/27/2009 4. http://www. seas. upenn. edu/~eas285/Readings/Resnick_LifelongKindergarten. pdf format 5. http://www. ufri. uniri. hr/data/book_2. pdf file CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI My spouse and i OKRUZJA DJECJEG VRTICA LIFELONG LEARNING – PERSONAL EXPANSION AND THE PRE-SCHOOL CONTEXT Bozica Pintaric Djecji vrtic Malesnica Zagreb, Republika Hrvatska. Sazetak Razvoj svakog, pa tako i odgojno-obrazovnog okruzja podrazumijeva stalno ucenje i mijenjanje svih sudionika, sto tako stvara organizaciju koja uci, mijenja ze, kreira. Kvalitativne razlike u tome procesu povezane su s motivacijskim odrednicama. Poznato je da je ucenje najucinkovitije my spouse and i da su stvarne promjene moguce, ako su proistekle iz unutarnje potrebe osobe za samoaktualizacijom i preuzimanjem proaktivne, stvaralacke uloge u oblikovanju svoje stvarnosti. Tako potaknutim ucenjem, na samo da se profesionalno jacamo, vec prosirujemo svoju sposobnost kreiranja svog zivota na profesionalnom i actually sveukupnom planu. Vrednovanjem i samovrednovanjem, kao sastavnim dijelom ucenja i actually razvoja osobe i okruzja/ustanove isto tako razvijamo intrapersonalne i interpersonalne sposobnosti, koje su opet sastavni dijelovi kvalitete ucenja i zivljenja. To je posebno prisutno u odgojno obrazovnim ustanovama, posebice djecjim vrticima, gdje se sveukupne relacije i okruzje prvenstveno sagledavaju kao okruzje kvalitetnog zivljenja djece i odraslih. Kljucne rijeci: ucenje, samovrednovanje, motivacija, osobni razvoj, kreiranje okruzja Subjective. The development of every single, and thus likewise an educational surrounding, means permanent learning and change in all the participating celebrations, which creates an enterprise that is in the constant process of learning, changing, creating. Qualitative differences in this process are associated with motivational determiners. It is very well – well-known that learning is the most successful and that true changes are possible in the event that they have lead from the person’s intrinsic need for self-actualisation and taking of your pro-active and creative function in the shaping of truth. Such learning not only strenghtens us skillfully, but as well expands our capacity to make our own lives in a professional environment and other options. Evaluation and self-evaluation/ reflection, as pieces of learning and personal growth, and also of context / company development absolutely affect intrapersonal and sociable abilities, which are integral elements of quality learning and living. This is especially present in educational institutions, especially kindergartens, where overall personal relationships and surroundings are generally viewed as a habitat to get the quality life of children and adults. Key phrases: learning, self-evaluation/reflection, motivation, personal growth, creation of circumstance B. Pintaric, CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI… 230 «Majka priroda je bezgranican proces postanka i bitka. Duh koji bi joj se potpuno otvorio, bez emocionalnih rezervi i samorefleksije, izgubio bi se u sirovom materijalizmu njenog beskrajnog i neumoljivog izobilja te bezuvjetno potonuo. » Camille Paglia Obrazovne organizacije po svojoj tu prirodi mjesta zivota, dinamike, stalne mijene, razvoja, ucenja. Vrtic cesto imenujemo zajednicom koja uci, mjestom «refleksivnog dijaloga djece i odraslih s procesom njihova zajednickog, kontinuiranog ucenja, pri cemu oni jednako vrijedno doprinose zajednickom ucenju, za njega dijele odgovornost i nad njima imaju zajednicko autorstvo» (Slunjski, 2006, str. 35). To podrazumijeva stalno istrazivanje, propitivanje, reflektiranje i samoreflektiranje, vrednovanje i actually samovrednovanje, slozene i zahtijevne interakcije bist du intrapersonalnoj i interpersonalnoj razini … svih u ustanovi. Za te procese neophodan je stalan, snazan angazman i motiviranost djelatnika,  odrzivost uvelike ovisi od kulture zajednice, ustanove. To bi trebala biti «mjesta gdje ljudi bez straha stvaraju svoje vizije, gdje su istrazivanje i actually posvecenost istini norma, gdje se podrazumijeva suprotstavljanje stanju status quo», (Senge the year 2003, str. 172-173). U takvom se okruzju «pojacava osjecaj da sony ericsson osobno usavrsavanje i razvoj doista vrednuje, cijeni» (isto, str. 173). Stalan razvoj omogucuju zajednice koje tu ‘brizne obitelji’ koje bocamanga ocekuju z svojih clanova…, a pritom pruzaju uzajamnu podrsku. »(Stoll i Fink, 2000, str. 256) Osobno iskustvo je, prema velikom dijelu autora, sredisnja os mijenjanja we razvoja zajednica. Miljak (2007, str. 212) u mary smislu navodi: »Osobno iskustvo i to ono svakodnevno u praksi uz pomoc zajednice iskusnih prakticara moze dovesti nenni samo do mijenjanja odgojne prakse nego i do promjene stavova, uvjerenja i nacina razmisljanja ucitelja, odgajatelja. » «Kako ze mijenja iskustvo, mogu sony ericsson mijenjati duboka uvjerenja we pretpostavke, a kad aprendi to dogodi, promijeni ze i kultura. »(Senge, 2002, str. 14) Autenticne, snazne poticatelje, partnere i ucitelje ucenja u kontekstu vrtica imamo u dj.

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