Prethodno priopćenje
Communication between the teacher and children in play and structured activities
Mirjana Šagud
orcid.org/0000-0002-5896-6612
; Filozofski fakultet, Sveučilište u Zagrebu, Zagreb, Hrvatska
Sažetak
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.
Ključne riječi
action research; childhood; play and learning; proximal development zone
Hrčak ID:
143872
URI
Datum izdavanja:
17.7.2015.
Posjeta: 6.515 *