Pregled bibliografske jedinice broj: 1268104
THE INSTITUTIONAL CONTEXT OF EARLY CHILDHOOD EDUCATION AND INTEGRATED LEARNING: RESEARCH, TRACKING, EVALUATION
THE INSTITUTIONAL CONTEXT OF EARLY CHILDHOOD EDUCATION AND INTEGRATED LEARNING: RESEARCH, TRACKING, EVALUATION // Modern Challenges in Education / Devjak, Tatjana ; Vujičić, Lidija ; Pejić Papak, Petra (ur.).
Rijeka : Ljubljana: Centre for Childhood Research, Faculty of Teacher Education, University of Rijeka, Croatia and Faculty of Education, University of Ljubljana, Slovenia, 2023. str. 1-295
CROSBI ID: 1268104 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
THE INSTITUTIONAL CONTEXT OF
EARLY CHILDHOOD EDUCATION AND
INTEGRATED LEARNING: RESEARCH, TRACKING,
EVALUATION
Autori
Vujičić, Lidija ; Jularić, Martina ; Car Mohač, Daniela ; Petrić, Vilko
Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni
Knjiga
Modern Challenges in Education
Urednik/ci
Devjak, Tatjana ; Vujičić, Lidija ; Pejić Papak, Petra
Izdavač
Centre for Childhood Research, Faculty of Teacher Education, University of Rijeka, Croatia and Faculty of Education, University of Ljubljana, Slovenia
Grad
Rijeka : Ljubljana
Godina
2023
Raspon stranica
1-295
ISBN
978-953-7917-64-7
Ključne riječi
institutional context, early education, integrated learning, research, tracking, evaluation
Sažetak
Regarding the starting points of modern research in early and preschool education, special emphasis is placed on creating a high-quality stimulating environment for learning and comprehensive development of the child. The fact that a child learns integrally, integrated into different physical and social relationships, encourages research and determination of the starting point for the integrated learning of children in an institutional context. For these reasons, the goal of this qualitative research is to determine the starting points of integrated learning in educational work with children of early and preschool age and to propose possible ways of monitoring and evaluating them in everyday work with children. The result of our research is the definition of components for integrated learning, which we have described in detail and presented in the paper. We determined five categories: monitoring and evaluating the organization of space (with 22 sub-dimensions) ; educational strategies of educators (with 18 sub-dimensions) ; pictures of children (with 14 sub-dimensions) ; resources, materials, and toys (with 10 subdimensions) ; and atmosphere in the educational group (with 13 sub-dimensions).
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija, Kineziologija, Interdisciplinarne društvene znanosti
POVEZANOST RADA
Ustanove:
Učiteljski fakultet, Rijeka,
Sveučilište u Rijeci
