Приказ основних података о документу
Kultivisаnje igre u dečjem vrtiću
Cultivating play in kindergarten
dc.contributor.advisor | Krnjaja, Živka | |
dc.contributor.other | Miškeljin, Lidija | |
dc.contributor.other | Maksimović, Maja | |
dc.contributor.other | Klemenović, Jasmina | |
dc.creator | Mitranić, Nevena | |
dc.date.accessioned | 2022-11-14T11:25:15Z | |
dc.date.accessioned | 2023-02-04T22:18:28Z | |
dc.date.available | 2022-11-14T11:25:15Z | |
dc.date.available | 2023-02-04T22:18:28Z | |
dc.date.issued | 2023 | |
dc.identifier.uri | https://uvidok.rcub.bg.ac.rs/handle/123456789/5086 | |
dc.identifier.uri | http://reff.f.bg.ac.rs/handle/123456789/4234 | |
dc.description.abstract | Predmet ove studije je kultivisanje igre u dečjem vrtiću. Studiju zasnivamo na učenju o igri kao kapacitetu fleksibilnosti u dejstvu, produbljujući ovo učenje konceptima filozofije transcendentalnog empirizma i savremenim teorijama afekta. Pronalazeći uporište u aktuelnoj reformi predškolskog vaspitanja i obrazovanja, ova studija odgovara na potrebu da neposrednije – situaciono i procesualno – razumemo kako igra nastaje i razvija se, koji je njen pedagoški potencijal i čime može biti kultivisana kroz svakodnevicu vaspitno-obrazovnog procesa u dečjem vrtiću. U skladu sa nastojanjem da igru pratimo na stvaralački način – koji pogoduje načinu na koji igru razumevamo – celokupna studija oblikovana je u metodološkom okviru difrakcije: na planu teorijskih polazišta, planu realizacije neposrednog istraživanja u dečjem vrtiću i na planu interpretacije podataka. Difrakcijom teorija otvorena je mogućnost sagledavanja igre na afektivnom planu, te je u neposrednom istraživanju sprovedenom u dečjem vrtiću korišćena afektivna etnografija. Difraktivna interpretacija podataka pokazala je da igra nastaje iz preokreta, te da se odvija u kretanju sa viškom i oslanjajući se na veru u zajednički proces. Kao pedagoški potencijal igre ukazuju se transformativnost i etičnost koje proces igranja omogućava, te se izvodi zaključak da je za kultivisanje igre neophodno obezvediti određene preduslove – otvoren model vaspitanja i obrazovanja, bogatstvo izbora materijala i simboličkih sredstava, i raznovrsnost sveukupnih iskustava – ali da je jednako značajno osnaživati senzibilitet i odvažnost istupanja kako kod dece, tako i kod odraslih koji učestvuju u vaspitno-obrazovnom procesu sa decom. | |
dc.description.abstract | The subject of this study is the cultivation of play in kindergarten. The study is based on the understanding of play as a capacity for flexibility in action, deepened by the concepts of the philosophy of transcendental empiricism and contemporary theories of affect. Grounded in the current reform of early childhood education in Serbia, this study responds to the need to understand more directly - situationally and procesually - how play originates and develops, what pedagogical potentials it opens and how it can be cultivated through the everyday educational process in kindergarten. With the effort to follow play in a creative way – which favours the way we understand the play - the entire study is shaped in the methodological framework of diffraction: on the plan of theoretical starting points, the plan of the direct research process in kindergarten and on the plan of data interpretation. The diffraction of theories opened the possibility of looking at play on the plan of affect, so affective ethnography was used in the direct research process in the kindergarten. Diffractive interpretation of the data showed that play arises from reversals and that it takes place in movement with excess, relying on faith in a common process. The pedagogical potential of play lies in the transformative and ethical nature of the playing process, so the conclusion is drawn that certain prerequisites must be provided for the cultivation of play – an open model of early childhood education, a rich selection of materials and symbolic means, and a variety of overall experiences – but that it is equally significant to strengthen the sensibility and audacity of stepping-out, both of children and of adults who participate in the educational process with children. | |
dc.language.iso | sr_lat | sr |
dc.publisher | Univerzitet u Beogradu - Filozofski fakultet | sr |
dc.subject | predškolsko vaspitanje i obrazovanje | |
dc.subject | predškolska pedagogija | |
dc.subject | igra | |
dc.subject | pedagoški potencijal igre | |
dc.subject | transcendentalni empirizam | |
dc.subject | postkvalitativna metodologija | |
dc.subject | difrakcija | |
dc.subject | afektivna etnografija | |
dc.subject | early childhood education | |
dc.subject | preschool pedagogy | |
dc.subject | play | |
dc.subject | pedagogical potential of play | |
dc.subject | transcendental empiricism | |
dc.subject | postqualitative methodology | |
dc.subject | diffraction | |
dc.subject | affective ethnography | |
dc.title | Kultivisаnje igre u dečjem vrtiću | sr |
dc.title | Cultivating play in kindergarten | |
dc.type | doctoralThesis | en |
dc.date.updated | 2030-04-23 | |
dc.description.version | 1 | |
dc.identifier.fulltext | http://reff.f.bg.ac.rs/bitstream/id/10258/Doktorat.pdf | |
dc.identifier.fulltext | http://reff.f.bg.ac.rs/bitstream/id/10259/Referat.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_reff_4234 |