Croatian pedagogical literary society - Department of Split and Faculcy of philosophy Split
Abstract
Komunikacija odgajatelja i djece složena je i vrlo suptilna intersubjektivna forma pedagoškog procesa. Raspon razina intervencija odgajatelja može se kretati od vođenja i instruiranja preko usmjeravanja i moderiranja do neizražavanja interesa za dječje akcije. Njezina usmjerenost, razina vođenja i reciprociteta i dinamika implicitno otkriva vrijednosna utemeljenja odgajatelja u pedagoškoj praksi. Prikazano akcijsko istraživanje pokazalo je svu složenost komunikacijskog procesa u igri kao „najslobodnijoj“ i strukturiranim aktivnostima kao ekstrinzično motiviranim organizacijskim formama. Predmet istraživanja bilo je prepoznavanje,
otkrivanje i analiziranje situacija u kojima odgajatelj koristi aktualni interes i motivaciju djeteta, uočava nemogućnost samostalnog rješavanja problema zbog nerazvijenih kompetencija te suptilno vodi dijete prema višoj razini zadatka. Međuovisnost aktera koji iniciraju i razvijaju različito strukturirane aktivnosti predstavlja svu dinamičnost pedagoškog procesa. Valjana procjena učinkovitih strategija i tehnika važan je dio odgajateljevih profesionalnih kompetencija.Communication between the teacher and children is a complex and very subtle intersubjective form of pedagogical process. The span of intervention levels of the teacher can range from leading and instructing, through guiding and moderating to not expressing interest in child’s actions. Its directionality, the level of guidance, reciprocity and dynamics implicitly reveal the value foundations of
the teachers in pedagogical praxis. rThe presented action research has shown all the complexity of the communication process in the play as “the freest” and in structured activities as extrinsically motivated organizational forms. The subject-matter of the research was the identification, detection and analysis of the situations in which the teacher uses the actual interest and motivation of a child, notices the inability of independent problem solving due to undeveloped competences and thus subtly leads the child towards a higher level of task. The interdependence of actors which initiate and develop differently structured activities represents the entire dynamics of the pedagogical process. A valid assessment of efficient strategies and techniques is an integral part of teacher’s professional competences
