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Ponimanie razvitija v kačestve rukovodstvadlja sozdanija doškol'nogo učebnogo plana

dc.creatorKrnjaja, Živka
dc.date.accessioned2021-10-12T11:20:38Z
dc.date.available2021-10-12T11:20:38Z
dc.date.issued2011
dc.identifier.issn0031-3807
dc.identifier.urihttp://reff.f.bg.ac.rs/handle/123456789/1242
dc.description.abstractU radu se iznose ključne postavke nekih od teorija razvoja, koje utiču na orijentaciju predškolskog kurikuluma. Shvatanje razvoja čini jednu od osnova koncepcije svakog predškolskog kurikuluma i isto tako oblikuje načine njegovog razvijanja. Teorija Pijažea se analizira kao osnov razvojno primerene prakse, a sociokulturne teorije se analiziraju kao polazišta za kontekstualno primerenu praksu. Rad se bavi razlikama između pristupa razvoju i učenju, kao sociokulturnom procesu ili individualnoj konstrukciji, i implikacijama koje takvi pristupi imaju na položaj i interakciju dece i odraslih, organizaciju procesa učenja, postavljanje ciljeva, prostornu i vremensku organizaciju u razvijanju predškolskog kurikuluma. Analiza shvatanja razvoja kao jednog od polazišta kurikuluma može doprineti potpunijem razumevanju orijentacije savremenog predškolskog kurikuluma.sr
dc.description.abstractThis paper is on the key premises of some of the developmental theories which influence the pre-school curriculum orientation. Understanding of development makes one of the basic concepts of each pre-school curriculum and at the same time forms the ways of its development. Piaget's theory is analyzed as the basis of developmental applicable praxis and socio-cultural theories are analyzed as starting points for contextual-applicable praxis. The paper is on the differences between approaches to development and learning, as a socio-cultural process or individual construction and implications which these approaches have on the position and interaction of children and adults, organization of the learning process, making aims, aerial and time organization and development of the pre-school curriculum. Analysis of the understanding of development as a starting point of the curriculum can contribute to better understanding of the ordination of the contemporary pre-school curriculum.en
dc.publisherForum pedagoga Srbije i Crne Gore, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179060/RS//
dc.rightsopenAccess
dc.sourcePedagogija
dc.subjectrazvojno primerena praksasr
dc.subjectrazvojsr
dc.subjectkurikulumsr
dc.subjectkontekstualno primerena praksasr
dc.subjectdevelopmental-applicable praxisen
dc.subjectdevelopmenten
dc.subjectcurriculumen
dc.subjectcontextual-applicable praxisen
dc.titleShvatanje razvoja kao orijentacija predškolskog kurikulumasr
dc.titlePonimanie razvitija v kačestve rukovodstvadlja sozdanija doškol'nogo učebnogo planaru
dc.titleUnderstanding of development as orientation of the pre-school curriculumen
dc.typearticle
dc.rights.licenseARR
dc.citation.epage551
dc.citation.issue4
dc.citation.other66(4): 541-551
dc.citation.rankM51
dc.citation.spage541
dc.citation.volume66
dc.identifier.fulltexthttp://reff.f.bg.ac.rs/bitstream/id/225/1239.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_reff_1242
dc.type.versionpublishedVersion


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