Assessment is integral to preschool curriculum. Within contemporary preschool pedagogy, the assessment of child development and learning, which represents a basis for curriculum planning, is considered one of preschool standards of quality. In this paper, we present the difference between scientific observation which is based on developmental psychology, and the pedagogical assessment of child development and learning. We outline the purpose of assessing child development and learning in early childhood and introduce two different approaches to assessment, namely, the decontextualised approach which focuses on monitoring a child out of the context and the sociocultural approach which aims to identify and understand a child and his or her learning in the physical and the social context.

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URN

URN:NBN:SI:DOC-C8LSMNLK

COBISSID

19843848

Added

16.10.2014

Metadata

Citation

APA:

Rutar, Sonja (2013). Sociokulturni pristop pri spremljanju otrokovega razvoja in učenja v vrtcu. Revija za elementarno izobraževanje, volume 6, issue 1, str. 105-118. URN:NBN:SI:DOC-C8LSMNLK from http://www.dlib.si

MLA:

Rutar, Sonja. "Sociokulturni pristop pri spremljanju otrokovega razvoja in učenja v vrtcu." Revija za elementarno izobraževanje volume 6. issue 1 (2013) str. 105-118.
<http://www.dlib.si/?URN=URN:NBN:SI:DOC-C8LSMNLK>

Revija za elementarno izobraževanje
2008-
(Assembly record)

številka

Revija za elementarno izobraževanje
2013
(Complete issue)

Sociokulturni pristop pri spremljanju otrokovega razvoja in učenja v vrtcuSociocultural approach to assessment of child development and learning in preschool education

Sociokulturni pristop pri spremljanju otrokovega razvoja in učenja v vrtcu
Sociocultural approach to assessment of child development and learning in preschool education