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Full text of 'AFFIRMATION OF THE CONCEPT OF NEW PROFESSIONALISM INTHE EDUCATION OF PRESCHOOLTEACHERS: CROATIANEXPERIENCESLidija Vujicic, Renata Cepic, Petra Pejic PapakUniversity of Rijeka, Faculty of Teacher Education, Rijeka (CROATIA)[email protected], [email protected], [email protected] scientific cognizance on the development of children and the possibilities of theireducation has altered the image of the child to such an extent that the majority of scholars speak of aNew Paradigm. This paradigm defines the child as a unique, singular, complete and complex beingwho realizes his personality through self-construction as a developmental action, and who is a keyfactor in this process.
3.4 Reprezentovanje kurikuluma u visokom obrazovanju u Srbiji. 80 3.4.1 Aplikacioni profil za Opis Kurikuluma Visokoškolskih. Prva celina postavlja teorijski okvir kojim se razvoj platforme pozicionira u internacionalizovano istraživanje kurikuluma. U ovom delu disertacije ostvarena su. U daljnjem, posebno visokom obrazovanju. 7) Strategija za izradbu i razvoj nacionalnog kurikuluma (Ministarstvo znanosti, obrazovanja i športa.
These cognitions are significantly reflected upon the issues of the cultivation,socialization and education of children in early childhood and of preschool age. With due considerationto the fact that we are dealing with complex multivariable factors, much attention is paid to the roleand relevance of the adult as a creator of an encouraging environment in which early childhood isrealized.
Attention is also paid to institutional childhood and to the educator as a professional, arepresentative and a key predictorof the quality of educational influences. We consider that eacheducational action in early childhood and preschool education requires a competent approach basedon a high level of professional responsibility. Therefore we are affirmatively determined to the idea ofnew professionalism as a qualitative breakthrough in the contemporary perception of the profession ofan educator in early childhood and preschool education. We strive towards achieving an educationalprofession as defined as a complex profession that implies reflective thinking, a continuousprofessional development, autonomy, responsibility, creativity of research and personal judgment.This idea is realized with the creation of a new concept of initial education, a concept that applies acompetency approach as a new paradigm in which theoretical and practical dimensions are balancedin the function of achieving a quality educational action. This aim is achieved in the manner ofeducating educators as critically-minded intellectuals and contemplative, reflective practitioners.Keywords: competency approach, new professionalism, initial education, educator, early childhood.1 INTRODUCTORY VIEWSThe humanist and social constructionist paradigm of care in early childhood and preschool caredemands a different role from the kindergarten educator, one of a significantly higher complexity andwith a larger responsibility, with the educator becoming not only a researcher of educational practice,but a reflective researcher. In accordance with this, research within this paradigm is mainly focused onthis matter: which conditions, situations, rules and mode of organization created by the educators, thechildren and all other participants in a childcare institution are the most favorable for the quality of lifeof children and their education. From this perspective, modern scientific cognizance on children’sdevelopment and their educational potential have altered the image of the child to such an extent thatmost scientists refer to it as a new paradigm.
Contemporary neurological brain research (Gopnik et al,2003) has particularly contributed to this, while its results have yielded a new field of science -developmental neuroscience. The child is defined as a unique, singular, complete and complex beingwho realizes his personality through self-construction as a developmental action, and who is a keyfactor in this process. Thus also views on the context in which the development and education ofchildren is realized have inevitably changed, with the creation of an optimal environment for learningand education within institutional conditions becoming the focus. It must be stressed that this is one ofthe key prerequisites with which a better and more quality understanding of the child, its capabilities,interests, needs and wishes is achieved, as only through understanding the child can we actappropriately.
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