New approaches to understanding and researching the learning of early and preschool children

Abstract

Nova paradigma ranog djetinjstva donijela je i novo razumijevanje kako djeca uče, oni svoje znanje od okoline ne preuzimaju pasivno već aktivno izgrađuju tj. konstruiraju i sukonstruiraju zajedno s drugom djecom i odraslima. U radu se govori se o različitim načinima učenja djece rane i predškolske dobi, važnosti dokumentiranja procesa učenja te kako kroz dokumentaciju možemo prikazati učenje djece i koja je njegova svrha. Svrha pedagoške dokumentacije nije dijete ocijeniti niti procijeniti, nego ga gledati, slušati i razumjeti i na tim osnovama podržati proces njegova učenja (Miljak,2009). U empirijskom dijelu rada prikazano je etnografsko istraživanje koje se smatra najprikladnijom metodom istraživanja jer se odvija u prirodnom okruženju djeteta - dječjem vrtiću. Istraživanje je provedeno u dječjem vrtiću u Slatini, i sudjelovalo je dvadeset petero djece u dobi od 4-5 godina. U radu su prikazane analize foto zapisa prikupljenih tijekom istraživanja, a koji upućuju na različite načine učenja djeteta u situacijama otkrivanja boja, kosine, težine, nagiba, statike.The new paradigm of early childhood has also brought a new understanding of how children learn, their knowledge of the environment is not taken passively, but they are actively constructed and constructed together with other children and adults. The paper deals with different ways of learning of early and pre-school children, the importance of documenting the learning process, and how we can present children's learning documents and what is their purpose in the documentation. The purpose of pedagogical documentation is not to evaluate or over evaluated a child, but to look at it, listen and understand and to support the process of learning (Miljak, 2009). In the empirical part of the work, ethnographic research is considered to be the most appropriate research method because it takes place in the natural environment of the child - kindergarten. The research was carried out at a kindergarten in Slatina, and twenty-five children participated in the age of 4-5 years. This paper presents the analysis of photo books collected during the research, which point to different ways of learning a child in situations of color, slope, weight, inclination, static