Naslov
Play, research, participation: a conceptual framework for developing children's potential

Autori
Vujičić, Lidija

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
European OMEP Conference 2023 “Quality and Equality in Early Childhood Education and Care”

Mjesto i datum
Limassol, Cipar, 04.05.2023. - 07.05.2023

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
early childhood and preschool education, image of the child, children's participation
(early childhood and preschool education, image of the child , children's participation)

Sažetak
Quality improvements in early childhood and preschool education and in the area of children's participation in daily kindergarten life are not possible without researching and reconstructing educators' approaches to daily activities and questioning their relationships with children. In this way, changes occur in educators' attitudes, beliefs, and behaviors (e.g., in the conditions for increasing children's participation in the daily curriculum) and in the quality of pedagogical practice itself. The change in the image of the child and the shift in emphasis from the question of the child's individual development to the understanding of the child as an active participant in sociocultural reality has led to increased interest in early childhood and preschool education policy and practice in children's participation in their own lives. The Convention on the Rights of the Child (1989) strongly supports the image of the child as a competent participant in his or her upbringing and education, capable of forming his or her own opinions and having the right to express them freely in all matters affecting him or her, and adults in his or her environment are obliged to respect this. Notwithstanding the currently prevailing image of the child, however, the realization of the above is still in its infancy, as preschool children are still viewed in educational practice as users of systems and services rather than as agents of change in their communities. Recent literature points to the need for preschool educators to engage in lifelong, continuous learning through engagement with their pedagogical training as an effective means of bridging the gap between theory and practice and continuously improving the quality of preschool education. This paper presents the process of action research aimed at increasing children's participation in (co-)designing the preschool curriculum and in (co-)decision-making on issues that affect their stay in an early childhood and preschool educational institution. In addition, the process of developing the reflexive practice of preschool teachers who participated in this research is presented. This research aims to increase children's participation in (co-)designing the preschool curriculum and in (co-)decision-making on issues that affect their stay in an early childhood and preschool educational institution. On the other hand, preschool teachers should be enabled to explore and (only) reflect on their pedagogical practice independently and together.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA