| Abstract | Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje (2015) navodi da kvalitetnu odgojno-obrazovnu praksu i kurikulum vrtića oblikuju djelatnici vrtića u skladu sa svojim profesionalnim znanjem i razumijevanjem vlastite odgojno-obrazovne prakse, kao i osobnom motiviranošću za unapređenjem odgojno-obrazovne prakse. Razvoj odgojno-obrazovne prakse i kurikuluma vrtića događa se paralelno s razvojem novih vrijednosti, razumijevanja i znanja odgojitelja i drugih djelatnika vrtića, a počiva izravno na temeljima zajedničkog dijaloga i suradnje sa djecom, kao ravnopravnim sukonstruktorima oblikovanja ovog procesa, ali i vlastitog djetinjstva i razumijevanja. Takvo holističko stajalište potrebno je da bi se osigurao kontinuirani profesionalni razvoj. Vezano na to u ovome radu polazište je pedagoško dokumentiranje odgojno-obrazovnog procesa i samorefleksija odgojitelja kao oblik njegovog profesionalnog razvoja. Promatrajući djecu u interakciji sa ponuđenim prostorno-materijalnim uvjetima, bilježenjem njihovog shvaćanja i razumijevanja osiguravamo si sredstva kroz koja možemo sagledati vlastito djelovanje i rad. Kroz prikupljene artefakte opisani su dijalozi djece, njihova suradnja, njihovo razumijevanje i znanje, emocije, važnost iskustvenog i spoznajnog učenja te njihova povezanost sa smjernicama i vrijednostima NKRPOO koje omogućavaju holistički pristup za cjeloživotno učenje, kako djece tako i odgojitelja. Sam proces kod djece rane i predškolske dobi potaknuo je promatranje, istraživanje i zaključivanje te participirajući razvoj kroz ravnopravno, samoinicirano, autonomno i autentično sudjelovanje u aktivnostima. Na osnovu dokumentiranih spoznajnih elemenata kod djece, omogućena je samorefleksija na procese aktivnosti koja je svrsishodno vodila prema promišljanju o daljnjim mogućim kapacitetima prepoznavanja i podrške koju bi odgojitelj mogao osigurati djeci, a koje će ujedno omogućiti odgajateljev daljnji profesionalni razvoj. Cilj ovoga rada je uvidom u vlastitu praksu kroz proces samorefleksije osvijestiti, analizirati i interpretirati situacije učenja, a procesom samorefleksije unaprijediti praksu i učiniti je vidljivom vanjskim dionicima. |
| Abstract (english) | The National Curriculum for Early and Preschool Education (2015) states that quality educational practice and kindergarten curriculum are shaped by kindergarten employees in accordance with their professional knowledge and understanding of their own educational practice, as well as personal motivation to improve educational practice. The development of the educational practice and curriculum of the kindergarten takes place in parallel with the development of new values, understanding and knowledge of educators and other kindergarten workers, and rests directly on the foundations of joint dialogue and cooperation with children, as equal co-constructors of shaping this process, but also of their own childhood and understanding . Such a holistic point of view is necessary to ensure continuous professional development. Related to that, in this paper, the starting point is the pedagogical documentation of the educational process and the teacher's self-reflection as a form of his professional development. By observing children in interaction with the offered spatial and material conditions, by recording their understanding and understanding, we provide ourselves with the means through which we can look at our own actions and work. Through the collected artifacts, children's dialogues, their cooperation, their understanding and knowledge, emotions, the importance of experiential and cognitive learning, and their connection with the guidelines and values of NKRPOO, which enable a holistic approach for lifelong learning, for both children and educators, are described. The process itself for children of early and preschool age encouraged observation, research and conclusion and participatory development through equal, self-initiated, autonomous and authentic participation in activities. On the basis of documented cognitive elements in children, self-reflection on activity processes was enabled, which expediently led to thinking about further possible capacities of recognition and support that the educator could provide to the children, which will also enable the educator's further professional development. The goal of this work is to gain insight into one's own practice through the process of self-reflection, to become aware of, analyze and interpret learning situations, and through the process of self-reflection to improve practice and make it visible to external stakeholders. |
