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master's thesis
Reggio pedagogija kao zajednica učenja
2017. urn:nbn:hr:141:327151
Azenić, Maja
Josip Juraj Strossmayer University of Osijek
Faculty of Education

Cite this document

Azenić, M. (2017). Reggio pedagogija kao zajednica učenja (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:327151

Azenić, Maja. "Reggio pedagogija kao zajednica učenja." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2017. https://urn.nsk.hr/urn:nbn:hr:141:327151

Azenić, Maja. "Reggio pedagogija kao zajednica učenja." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2017. https://urn.nsk.hr/urn:nbn:hr:141:327151

Azenić, M. (2017). 'Reggio pedagogija kao zajednica učenja', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, accessed 06 April 2025, https://urn.nsk.hr/urn:nbn:hr:141:327151

Azenić M. Reggio pedagogija kao zajednica učenja [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education; 2017 [cited 2025 April 06] Available at: https://urn.nsk.hr/urn:nbn:hr:141:327151

M. Azenić, "Reggio pedagogija kao zajednica učenja", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Osijek, 2017. Available at: https://urn.nsk.hr/urn:nbn:hr:141:327151

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Metadata
TitleReggio pedagogija kao zajednica učenja
AuthorMaja Azenić
MentorMarija Sablić (mentor)
Committee memberMarija Sablić (predsjednik povjerenstva)
Committee memberAlma Škugor (član povjerenstva)
Committee memberValentina Majdenić (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Education
Osijek
Defense date and country2017-10-09, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Early Childhood and Preschool Pedagogy
Abstract
Tema ovoga diplomskoga rada jest pedagogija Reggio kao zajednica učenja. Glavna je teza te pedagogije da je učenje predškolske djece najučinkovitije u uvjetima obogaćene slobodne igre. Polazištasu u odgojno-obrazovnom radu životnasvakodnevica, doživljaj djeteta, interesi i zbivanja, koji su ujedno i sadržaji rada s djecom. Ono što je specifično za pedagogiju Reggio, koja se još naziva i istraživačka, odnosno eksperimentalna, jest da odgojitelji djecu lagano usmjeravaju iomogućuju istraživanje i... More razvoj svih dječjih potencijala, u skladu s njihovim mogućnostima.Radje utemeljenna interakciji i partnerskom odnosu triju međusobno povezanih čimbenika: djeteta kao ishodišta, odgojitelja kao čimbenika razvoja i teme kao čimbenika istraživanja i otkrivanja. Prepoznaje ulogu odgojitelja, ali i druge dimenzije koje u pristupuReggio čine temeljdjetetova učenja: prostor, vrijeme i dokumentiranje. Proučavanjem i razumijevanjem važnih aspekata pristupa Reggio odabrala sam one koje sam smatrala primjenjivima u tradicionalnoj predškolskoj ustanovi te ih uklopila u svakodnevni rad s djecom. Upravo o tome govorim u istraživačkom dijelu svoga rada gdje su vidljivi različiti načini na koje se pojedini segmenti pristupa Reggio mogu implementirati u tradicionalnu predškolsku ustanovu, a sve s ciljempoboljšanja kvalitete odgojno-obrazovne prakse. Less
Abstract (english)
The topic of this diploma paper is „Reggio pedagogy as learning community“. Main thesis of this pedagogy states that children learn most efficently in conditions of free playing. Starting point in educational work is the everyday life, child's experience, interests and actions, which are at the same time contents of working with children. Reggio pedagogy is also known as research, i.e. experimental pedagogy and educators lightly direct children and give them the opportunity to explore and... More develop their potentials in accordance to their abilities. Whole work is based on mutual interaction and partnership, i.e. on three mutually combined factors: child as the starting point, educator as the development factor and topic as the research and revelation factor. Through work we are introduced to the educator's roles and other dimensions, which are the basis for children's learning in Reggio approach: space, time and documentation. While studying and understading important aspects of Reggio approach, I have chosen ones that I considered applicable in traditional preschool institution and I have implemented them into everday work with children. That is what I talk about in the research part of my paper, where you can find different ways in which we can implement individual segements of Reggio approach into traditional preschool instution for the purpose of improving quality of educational practice. Less
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:141:327151
Study programmeTitle: Graduate pre-school education
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2017-10-18 06:54:58
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