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Vesnica Mlinarevic Kompetencija - Ogojitelja - I - Autonomija - Dijeteta1 PDF
Vesnica Mlinarevic Kompetencija - Ogojitelja - I - Autonomija - Dijeteta1 PDF
UDK372J
Srtucrti rad
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Interakeija odrasli-dijete i autonomiia djeteta
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Zhornik radnva sa znanstvemog kol&kvija s medunarocbtim sudjelovaniem
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Interakciia odrasli-diiete i autonomija djeteta
Babic, N., Irovi£, S., Kuzma, Z. (1999). Put do prakticne kompetencije odgojitelja,
ucitelja, U: The Quality in Education and Teaching, Collection of scientific papers,
International Scientific Coloquimu,, Rijeka, Sveu£ili§te u Rijeci
Goffin, S- G., Day, D. E . (Ed.)* (1994)* New Perspectives in Early Childhood
Education, New York, Teaschers College Press
Hansen, A. K., Kaufmann, R- K., Walsh, K- B., (1997), Humanisticko-razvojni
pristup u vrticu, CRI, \ 997.
Irovic, S. (1992). Odgojitelj i promiSljanje programa* Nova koncepcijsko programska
usmjerenja - iskustva u primjeni i projekciji razvoja predSkolskog odgoja u Hrvatskoj*
HPKZ, Zagreb 5 4 - 5 5 .
Irovi£, S* (1998)* Interaktivni pristup u vrticu, U: Kvaliteta u odgoju i obrazovanju,
Zbornik radova (ur. RosiC, V.), Medunarodni znanstveni kolokvij, (269-279), Rijeka,
Sveu£ili§te u Rijeci
Glasser, W . (1994). Kvalitetna §kola, Educa, Zagreb
Jesper, J . (1996). Vase kompetentno dijete; za nove temeljne vrijednosti obitelji,
Educe, Zagreb .
Miljak, A., (1996). Humanistidki pristup teoriji i praksi predskolskog odgoja — models
Izor. Persona, Velika Gorica, Zagreb
Programsko usmjerenje odgoja i obrazovanja predskolske djecey (1991). Glasnik
Ministarstva prosvjete i Sporta 7/8, Zagreb.
Summary
The process of democratisation of the society changes the role of
a pre-school teacher from that of being the performer of the
programme and "transmitter" of the knowledge to being the
surroundings and teaches the cild through appropriate teading and
mediation. These changes result in the new conception of the pre-
school teacher's competence—the quantity and quality of
knowledge and siklls along with the ability of critical judgement
of one's own educational practice.
Competence makes a pre-school teacher ready for automous
consideration of educational goals, his own choice and decisions
about the ways of behaviour as well as a more effective
communication with a child, his parents and assistants.
Comprehension of a child's development and consideration of the
childrs needs and bilities are the base of the teacher's competence.
It also includes complex communicative and interactive
knowledge and skills.
High rank of autonomy as a part of the pre-school teacher's
implicit pedagogy and the teacher's competence are the base of
the development of a preschool child's autonomy.
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. Interakcija odrgsli-dijete i autonomija djeteta
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Zhornik radova xa znanstvemog kolokvifa s medunarodnim sudjelovanrem
LITERATURA
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