S. Antič, M. Garvas, D. Gobec, M. Kolar, N. Komljanc

and the Trnovo kindergarten teachers

PEDAGOGICAL INNOVATION

DIDACTICAL MAP





TRNOVO KINDERGARTEN

PEDAGOGICAL INNOVATION

DIDACTICAL MAP

Authors

S. Antič, M. Garvas, D. Gobec, M. Kolar,

N. Komljanc and the Trnovo kindergarten teachers

Text

Ljubljana, 2014

Ljubljana, 2019





INDEX



Foreword ..................................................................... 3

Consultant's opinion ................................................... 5

Introduction ................................................................ 8

Pedagogic innovation in kindergarten ...................... 10

Pedagogical innovation I: .......................................... 13

PROJECT WORK WITH A PUPPET (PWP) .................. 13

Pedagogical innovation II : ........................................ 20

DIDACTICAL MAP ........................................................ 20

The use of updating - didactical map ................ 22

Pedagogical innovation III: ........................................ 28

SCHOOL CURRICULUM ............................................... 28

Case study ................................................................. 35

Conclusion ................................................................. 39

Glossary of terms ...................................................... 41

Bibliography .............................................................. 45



Foreword

This manual is intended for kindergarten and primary school

teachers who are interested in project work with a puppet as

ell as in discover , research, innovation o education

ractice, ormative assessment, multila er curriculum, etc.



roject

ork

ith a u

et

is an e eriential,

situation and action oriented re e ive learning strateg or

children and teachers. n our kindergarten, the roject ork

with a puppet is a curriculum that is process oriented,

gradually planned and implemented and an evaluated

school curriculum that is created in coo eration bet een

e ert

orkers, other kindergarten sta , children and

arents.

To be able to assess and evaluate the

,

e have

develo ed an innovative edagogical tool named didactical

ma . t is a tool that enables tid , clear and e ective

lanning, im lementation, assessment and evaluation o

educational rocess and hich re resents an innovation o

the orth level invention.

The inner structure o the didactical ma illustrates its

a

licabilit . t is a ma ith several stages, activities and

occu ations sho ing ho the activities are integrated into a

articular

roject, during annual

lanning.

t also

demonstrates how they are mutually related to various

occu ations and to its se uence. t sho s the cohesive

thread o lanning and hub and the articularities in

didactical and content lanning as ell as the manner in

hich the activities are organised in accordance

ith

e uilibration and harmonisation o school curriculum.

3

The didactical ma is both a tool or easibilit and achiev-

abilit evaluation o a roject as ell as encouragement and

a starting oint or lanning uture kindergarten rojects

Gobec, 200 .

The inventive element o the innovation roject is the

outcome o develo ment ork er ormed b our team o

e erts at Trnovo kindergarten over the ears.

e have

invested our kno ledge and skills into the creation o an

individual ath to ard im lementation o school curricu-

lum. eing a are o the im ortance and ealth o ersonal

and ro essional kno ledge and skills, our otentials ere

directed to ard creative coo eration in order to achieve

edagogical innovation. e have made rogress ro ession-

all b develo ing di erent orms o teaching at the ork-

lace internal develo ment seminars, coo erative learning,

learning rom each other, eer observation, re ections,

interventions, inde endent learning, e ert e cursions

er ormed b co

orkers, etc.

S ecial em hasis as laced on the team ork a

roach

diversit and content variet o teams including the active

and autonomous artici ation o individuals in regard to

their interests, kno ledge and abilities. All this enables a

s stematic, rocess oriented and highl ersonal educa-

tional rocess and b doing that e are ro essionall moti-

vated.

The content o our school curriculum has several la ers,

hich means that

e take into consideration several

elements such as the needs o children, e erts and arents,

the vision o educational organisation as ell as living s ace,

national standards and the vie

oints o global learning.

4

Consultant's opinion

Natalija Komljanc, PhD (The National Institute of the Republic of

Slovenia): The innovation project (IP) titled The project work whit

a puppet (PWP) - learning, researching and creating of children in

the kindergarten; the innovation element - didactical map of

Trnovo kindergarten with the project managers Mojca Zupan and

Dora Gobec and under the guidance of the headmaster Suzana

Antič is nominated as pedagogical invention - discovery.

Based on the multi-annual pedagogical research of education with

a puppet and thorough assessment of the impacts, the project

group prepared didactical instrument - a tool - their own guide and

improved it through its usage so it can be of use to everyone who

is interested.



The didactical map enables holistic and up-to-date planning of

education in the kindergarten. Assessing and evaluating impacts

influences on re-planning of the educational process of the

youngest and their teachers. The procedural planning has lead to

the changes in planning of pre-school curriculum which detects

and considers the needs of children and teachers' skills,

environmental opportunities as well as the possibilities for optimal

implementation of the national and global curriculum.

The planning has been accepted by all participants in educational

process (mostly children). Each and everyone is doing the best they

can to participate in the educational process. This the base for the

didactical map to constantly encourage team work, satisfaction of

needs and expectations of the youngest and their teachers and to

innovatively connect the contents which are a learning magnet for

children.

The didactical map has been tested by a larger group of teachers

and improved during its usage (see the appendix: didactical map).

It is not just one-side structural template, but it is a computer-

supported application which enables the teacher simultaneous

and constant procedural planning, mutual cooperation and

co-influence of the team on the educational work in the kindergar-

ten. It also enables more accurate formative assessment of

5

education and uick and trustworthy mutual information. At the

same time, it can also be used as application for forming a report

on the didactical contribution of teachers of the entire

kindergarten and also for realization of the vision.

The usage of the didactical map has encouraged the teachers to

self-assess - discover the answers to the research uestions:

. ow does a child react to the teacher's encouragements and

. ow does a teacher influence on his her own professional

development



To conclude, we wish the management and teachers of the

kindergarten and the parents and their children to have a

prosperous education from the early childhood.

Helena Ina Rupnik (kindergarten teacher): The didactical map is

a tool for e ective planning, implementing and assessing of school

curriculum. It presents a framework that o ers plenty of room for

the activities of children and teachers.

Barbara Hm (parent): I really like the fact that the whole

kindergarten cooperates. They are very creative and innovative.

Everyone has their own spot and can contribute to the common

goal. This is a very precious form of work from the parents' point of

view.

6

Int o uction

We imagine that you would like to experience something fresh,

ne , an innovation. ur thoughts and ideas are combined reel

as de ned in the Slovenian language dictionar , there ore e

will try to introduce them to you and encourage you to devote

our a ention to them.

e ould like ou to enjo the thought o innovation and ideas.

Let them ins ire ou to gras a ne o

ortunit and ma be even

come u ith an a esome idea. our thoughts and ideas are

similar, e ill be ha

to kee ou com an ith this manual or

even coo erate ith ou in ractice.

dating is too o en a dull rustration, es eciall i the

management deals with it in the wrong way or if one does not

ant to im rove. Like ise, the roblem remains i our colleagues

and friends are not there to support our idea at least for a while,

until the idea evolves, blossoms and nall occurs. n the other

hand, the u dating o one s o n ork can be ver interesting,

stimulating, rejuvenating, ins iring and creative.

Do ou ant to kno i e got luck es, e did. e succeeded

ith the hel o Mrs Dora Gobec and the su

ort o the

management, them being in close coo eration ith the roject

ork, as ell as ith e ert orkers ho ere in continuous

contact ith the kindergarten sta and children. rom time to

time, e also had the rivilege to gain the su

ort o consultant

Natalija Komljanc, hD. ou still do not believe us n that case, e

will enjoy your company even more so you can see for yourself

and become interested as ell. e ill sho ou the things e

are roud o e ill sho ou our discover . n the a to ards

sustainable, reliable and reliable and sensible education in the

Trnovo kindergarten, e ould like to make ne riends.

7

p atin pe a o ic inno ation

suall e deal ith the u date rocess on our o n, li le b li le.

ut hen e ish to have more and to do be er, e become

more serious and res onsible. The members o a team, a roject

ork, su

ort each other e share our kno ledge and our jo .

a

iness is an essential element it is im ossible to orm a goal

ithout it and the goal is leading us to ard innovation.

nnovation starts at the ver beginning,

hen the idea and

ur ose arise. An innovation roject is a suitable orm o lanning

the u date, as it assures enough time and s ace or ne ideas, or

testing and or rom t eedback rom di erent actors about the

ositive e ect o the edagogical innovation,

it as e call it.

nnovative rojects in coo eration ith the National ducation

nstitute o the e ublic o Slovenia are one o the orms or

u dating the education s stem that enable teachers to

s stematicall observe and im rove their education. The give us

time or re ection on hether the ne edagogic a

roaches

reall reliabl and objectivel enable im rovements and ho are

the erceived b us and b those ho accom an us our

children o course. ositive changes should be recognised b all

education actors that take art roactivel in nding and

develo ing edagogical novelties. This orm o u dating includes

arents,

ho have the o

ortunit to not onl ollo the

develo ment o their children, their relationshi

ith others

ithin a social grou lead b an educator and the e ect o

ha

iness but also to in uence directl the contents o the

edagogic novelt .

8

The term innovation re ers to something ne

, o course be er

than be ore and more e cient as ell. t re ers to an e ected

change that is adjusted b all the artici ants in the education. At

the same time, innovators are al a s o en to o

ortunities that

arise in the rocess o discovering the novelt . This is a skill o a

detective detection in the immediate activit , ervaded b

search and discover .

9

Pe a o ic inno ation in in e a ten

im lementing the roject ork ith a u

et over the ears,

the children and kindergarten em lo ees have become real

detectives and not onl that but the have become roducers,

scri t riters, actors, u

et la ers, lm roducers and also

critics ell, not reall , let s just sa the have become researchers

o their o n ractice. n doing that, the have never orgo en ho

to be e cellent teachers ho not onl lan, im lement and assess

their

ork coincidentall but as innovators, the dedicate

themselves to the

rocess o novelt ormation

ithin

s ontaneous discover . This makes our kindergarten someho

di erent, interesting, unusual, e citing or ever one and al a s

consistent.



ur ork is guided b research uestions that e constantl

com lement, u date, modi and ada t according to the

develo ment o innovation. Some o these uestions are

hat

kind o animations create com le learning situations and

edagogical intervention, so that the child can develo coherent

thinking unction hat basic kno ledge does a reschool child

need and hat kind o education is suitable or him her The

ans ers to these uestions can be obtained ith the hel o our

u

et, hich is the ruit o the educators imagination and is

created and animated b educators, res ecting the guidelines o

the roject

ork

ith a u

et. A u

et can launch an

educational situation that triggers an idea in a child thinking and

conse uentl also his her action s eech . ro essional sta uses

di erent methods to assess and note the times hen the u

et

triggers the longest more com le thinking rocesses and

reactions.

e are also interested in the element that

creates the most intensive thinking reactions in a child

o can

e get ualitative eedback rom children n order to achieve

this, simultaneous and continuous sel regulation o edagogical

in uence is needed, hich can be obtained b re ection on

hen

e achieve the highest level o e cienc in our

10

leadershi , encouragement and hen a child is the most e cient

ithout our intervention.

ere are t o e am les During the rocess o education, one o

the teachers asked a uestion at the end o the re ection

o

can dra oetr out o a child and o can nd a close range

of thought development of an individual child in my social learning

grou

as ri en alread b gotsk 1

.

Sel e amination sel anal se enables e ert orkers to discover

which learning theories they mainly use and how the parents and

their children react to these individual teaching a

roaches. n

this a , leadershi o the educational rocess and teachers

learning becomes more and more conscious, vivid actual and

s stematic. The reason or that is sharing their sel re ections ith

each other to enable s nchronisation harmonisation and also to

constantl im rove their edagogical ractice. To achieve this,

the use edagogical rinci les recommended hen u dating

edagogical ractice

ithin the innovation rojects o the

National ducation nstitute 1. creating, 2. u dating modi ing,

. acce ting ideas and bringing them to li e, 4. connecting ith

each other, . s reading ideas and edagogical novelties, . im le-

menting the strateg o action research, . discovering our o n

ractice, . su

ort o innovation b management, . guidance o

several levels o novelt develo ment, 10. consultant s su

ort o

the innovation, 11. coo eration bet een the members o the

team is o timal, 12. to be guided b research uestions, 1 . to be

guided b a goal, 1 . the goal as a

edagogic novelt .

ou can nd more on the educational rinci les o modi cation at

h

. rss.si de ault.as rub 212 and learn more about

ho to become a art o the innovation rojects.

11





Professional sta of IP

Planning of the story

12

Pe a o ical inno ation I

PR





T


RK IT P PP T (P P

During the rocess o u dating ractice, the roject ork ith a

u

et and the method o action research ere the means that

helped us develop pedagogical principles that complement one

another and are present in everyday life (experiences):

1. Team

o an mutual supplementin A Kindergarten

unctions as a hole, com rising individual e ert teams that are

engaged in an annual roject. The teams can be ermanent or

occasional, having the ur ose to learn rom each other, to be

connected ith each other and to enable adults and children to

ass rom one activit to another.

2.

chan e of chil en an teache s bet een

oups We

im lement vertical coo eration, integration and im rovement in

our

ork. n several research

orksho s,

e take into

consideration strong elds o ersonal develo ment o children

and adults. This enables a constant ossibilit or children to

choose activities. Moreover, it enables diverse coo eration

bet een eers and adults. n this

a , children and e ert

orkers gain e eriences through learning in varied social

interactions.

3. P oacti e coope ation

ith pa ents The artici ation o

arents ho collaborate in an inventive a ith de artments All

arents get in ormation via ntranet grou s and are invited to

artici ate in im lementation o the educational rocess at the

kindergarten. arents take art b enriching, sta ing and orking

at the kindergarten. t is also vital to consider arents re ections

and other orms o eedback on child erce tion and his or her

satis action

ith sta ing at the kindergarten. Suggestions,

res onses and uestions as ell as other orms o communication

bet een

arents and e erts are evaluated

ith their

13

assistance, the quality of staying and learning at the kindergarten

improves constantly.

4.

a eness of e ucational mission ermanent sel re ections

and skill u dating ontinuous learning and assessing the theor

o recognition about child develo ment re uires vigilance and the

ca abilit o e ert orkers, since the children communicate and

sho their needs, ishes and demands or sensible learning and

research all the time. There ore, e ert orkers make ever one

a are continuousl ho im ortant it is to sel re ect ithin

di erent teams. t is an insight into the er orming rocess o

individual activities and into a child s reaction, involvement,

learning, behaviour and mutual interactions. To be able to obtain

ro essional and subtle re ection, one needs to learn, im rove

and e change mutual e eriences and kno ledge on a dail basis,

hich is a common ractice in our kindergarten.

5. Disco e in ention an inno ation Needs and demands of

children, arents e ectations and tendencies o e ert orkers

to achieve ersonal, ro essional and social gro th are the

guidelines or our em lo ees, ho erceive innovation as their

a o thinking and orking. e also react to the demands o the

ider social environment, hich change constantl .

6. Inte ation an connection via content and ro les o the

e ert orkers This section relates to the

, hich is s read

throughout the vertical and hori ontal a es through its stor that

is created in the kindergarten and through several didactical

hases. The selection o content is in accordance

ith the

ca acities o a child in an individual develo ment hase, o ering

o en o

ortunities or e change, e citement and connection

bet een contents and children.

ert orkers develo their

strong areas ithin diverse teams such as the multidisci linar

team o em lo ees social

orker, biologist,

teacher,

multimedia teacher, dance teacher, etc. .

e intert ine and

connect the idth and diversit o ro essional re kno ledge

14

and enrich the child s inde endent discover and creation, as e

are o ering di erent li e ers ectives and su

orting di erent

st les o teaching and discover and di erent conce ts o this

orld.



. Open hidden curriculum as a basis or subjective theor The

creation o

has ormed an o en social environment and

innovative ossibilities or modi ed lanning, im lementation,

assessment and evaluation o all education

rocesses in

kindergarten. Among other things, e anted to reduce the

im act o resent elements o the hidden curriculum. Mutual

learning and additional uali cation o sta in uence reducing

the unction o so called subjective theories that a erson

erceives as a constant rocess o social li e.

. ocial communication net o clarit and accurac o mutual

communication es ecting the organisation o ork and content

o school curriculum, e have ormed the rinci le o coo eration

and integration o all involved in the rocess. A communication

net ork has been develo ed ste b ste considering the

ca abilities and kno ledge.

e have set u an intranet that

connects em lo ees o the kindergarten ith di erent individual

de artments, arents and e ert orkers. e have launched the

kindergarten s

eb

age.

e use

edagogical olders o

de artments, stud olders and D resentations o activities

er ormed b children. Moreover, e organise in ormal reunions

and other events. The oint o the net orking is to ensure

constant availabilit or arents so the can contact us henever

the need to.

15

9. hil en a e the co e of the e ucational p ocess The school

curriculum is formed in such way that children and teachers can

create it together. Children and teachers suggest, modify,

complete, discover, ask and react to the demands of the

environment in hich the unction and develo .

10. hil en a e especte The Trnovo kindergarten mo o is

The children are visible noticed , heard and res ected. es ect

is ensured through o en communication, se ng a good e am le

and ethical relations su

orted b modern learning theories that

take into consideration the needs and e ectations o children,

parents and teachers.

The impact of the sto on the up atin p ocess

We have replaced the academic learning approach with direct

coo eration co e istence bet een a teacher and a child. The

la er dictates the s eed o sel education and sel develo ment.

The child is the central individual in the educational rocess. A

u

et, on the other hand, has the role o a strong motivator and

a launcher o learning activit and it is also a child s riend. The

teacher

ho is an animator leader uses strong emotional

situations as an o

ortunit or a child to learn, sel control,

self-actualise and self-realise.



The d namics o communication and erce tion are enormous.

The story unfolds. It is the story of all stories and a reality

actualit at the same time. The realit is changed, ada ted,

checked, tested, guessed, adjusted and created according to the

needs and e ectations o children and teachers

ho

communicate with each other intensively. The story unfolds and

creates at the same time. t enables invention and connection ith

real events.

16





Puppet animation - the director erdo

A stor unites imagination and realit into a hole. t enables a

logical se uence o events in a articular literal activit it orms

a tale. rom a edagogical oint o vie , a stor re resents an

o

ortunit or ersonal e eriences and joint activities, taking

into consideration the ossibilit and encouragement to use

imagination and ca abilit or creation. ur brains rocess a stor

in a com letel di erent a com ared to the acce ted rule,

instruction, e lanation or clari cation. A stor enables a creation

ith a re ection and creation o the ine istent or o hat e do

not kno e ists. t is ne or us an invention.

The stor itsel is a tool or achieving the lanned goals. At the

same time, the stor continuousl motivates children and

teachers e ternall as ell as internall .

the method o action

research,

e constantl create monologue, dialogue and

multilogue. or the develo ment o a child, it is im ortant that

s he kno s all the time hat is ha

ening, hat s he can

in uence, hat can be changed and hat can be created. The

u

et a racts a child emotionall because it is his her riend. A

ositive sel image encourages a child s sel develo ment and the

17

com etences that s he gains through e eriential learning in an

a ractive a . The child kno s s he is the most im ortant agent

in his her li e learning stor . This em o erment gives a child

momentum, and it motivates him her to ards active

co o eration. The child has the o

ortunit to la in di erent

learning situations that in uence the creation o a ersonal

learning st le and ada tation to li e changes.



ver the ears, the annual stor is develo ed b the motivation o

a child or la ing, discovering and researching. The motivation o

a child and his her illingness are the threads and a challenge or

a teacher in order to iden his her ro essional stand oint and

the as iration or creation ith other members o the ro essional

team. The created stor is there ore an e tremel interesting

thematic challenge or children.

The stor is a magnet or e eriential learning. suall , it has three

hases unites 1. resentation o the it o Ljubljana in the

Middle Ages and toda a roject Kralj Matja in Alenčica , 2.

S ace roject Traja , . The meado s o Ljubljansko arje

roject kratovilka Minu , 4. isiting di erent countries roject

omor čak Karlo , . Develo ing technological and technical

skills roject astir ene in njegova agoda .



The story is a link between tradition and modern life. It guided us

toward the discovery of human history, tradition, customs, cuisine

and ways of communication. We have connected the ndings with

similar contents and upgraded the knowledge, says teacher T.P.

Music helps children to develop their imagination, ideas,

innovativeness, critical thinking and creativity. When the music is

accompanied by the puppets that introduce the story and the

problem, a child's perception of the music is di erent. As the

puppet presents the problem and asks the children for help, it

arouses a process of empathy in a child. By doing that, it addresses

child's sensual and emotional perception, believes teacher .S.

18

"The puppet raises in each and every teacher his/her inner child

that the nurse all the time, sa s teacher K.

The thematic stories have an e tremel strong in uence on the

atmos here at the Trnovo kindergarten. The in uence the

organisation o educational rocess and ro essional ork as ell

as on coo eration bet een e erts in and out o the kindergarten,

management, arents and children. The encourage the general

research

uestion

o to enable vivid

ro essional

develo ment or ro essional orkers o to establish learning

rom and bet een each other The stories contain humour,

jo ulness, ha

iness and cheer ulness that can be seen in

eo le s reactions, in learning, in education and in ever da li e.

ur thoughts and ideas that are bound together have roduced

created a edagogical goal that led to the innovation edagogic

novelt called i actical map .

19

Pe a o ical inno ation II

DID





TI





P


n the school ear 2012 201 , the roject grou o the innovation

roject o the nstitute o ducation has, in collaboration ith

Dora Gobec and consultant Natalija Komljanc, hD, develo ed,

tested and evaluated the didactical tool

didactical ma . The

ma de nes the holistic lanning, im lementation and evaluation

o the school curriculum.

The tool reveals the ollo ing structure o the roject basic

e eriential learning and child s signi cant artici ation in the

rocess o lanning, the course and the rocess o activit o a

child s and teacher s research

hat e actl have the children

and the teachers gained rom a articular roject and hat ere

the im acts o the other actors learning conte t, arents role,

social interactions .

e es eciall a

reciate the sel re ection o e ert orkers, as

the re ect on the unctionalit o the didactical tool considering

the

a a teacher reveals his her ersonal and ro essional

develo ment as ell as his her relation ith children and ho the

children react to the initiative and su

ort o the teacher.

The didactical ma is a novelt , a result o the uest or the ath o

assessment o the educational rocess and its im acts. t is a

strateg , a hel or an e ert orker, and it is at his her dis osal

hen a teacher think res onsibl about the ath to ards the goal

and about the goal itsel during the

rocess o active

im lementation o education.

t is com letel logical to o timall re are in advance hen

taking a tri or hen deciding on major ork, costs, li e changes or

urchases. ut hen it comes to education, e tend to resort to

coincidental decisions and even random reactions. The didactical

20

ma hel s us to logicall and s stematicall lead the assessment o

the develo ment o a child, e ert

orkers and a school

curriculum.

ormative assessment has man de nitions. n our case, it is

de ned as the orm o assessing im act, reaction, mutual

eedback, edagogic communication, use o situational learning

and other learning orms o children and teachers. The ormative

assessment is not onl occasional evaluation, checking , but it is

a though ul lanning o activities ith a reason. t is based on

situations, encouragements, needs and e ectations o

artici ants in the educational rocess, taking into consideration

their re kno ledge, needs and interests. A great em hasis in the

rocess o ormative assessment lies on the agreement about the

ormation o learning ur ose and de ning ersonal and collective

learning goals. Great a ention is aid to the learning methods and

observation o learning st les. urthermore, the content is

becomes and remains a learning magnet that stimulates the

child in such a a that it a racts the child s a ention, activates

him her and kee s him her interested until the goal is achieved.

The e ert orker gives meaning to the activities and results.

Moreover, s he binds them together into ne logical learning or

educational beads connections, a tudes, relations and looks or

the in ormation on im rovement. S he also chooses comments

and encouragements so the learning rocess un olds ithout

disturbance in order to achieve the goal. The e ert orker

encourages sel re ections and learning, and s he also

encourages children to gather the best sources and evidences to

rove that the can, kno , develo , need, give and share.

ver one is looking or ard to the interesting or olios that are

not onl the collections o ha

hours in the kindergarten but

re ections o the real develo ment,

ersonal gro th and

im rovement that arents and teachers look or ard to and o

hich ever child is roud o and gives him her the con dence to

create ne o

ortunities. The or olio turns into a diar o li e

21

and a ne orm o lanning a creation and solutions to li e

challenges.

The use of up atin i actical map

The didactical ma is meant or the hole organisation including

e ert orkers at the kindergarten and management as ell in

order to acilitate the assessment o im lementing the

rogramme at the kindergarten. t is also designed or the e ert

orkers

ho

lan kindergarten curriculum and their o n

curriculum simultaneousl . The didactical stor in our case it is

also a literar stor has its course o events and time, there ore

the didactical ma takes into consideration the timeline o three

there could be less or more, de ending on the stor learning

educational eriods. The ormation o the timeline coincides ith

the develo ment o the didactical stor that un olds according to

the methodolog o sel regulation

ith the hel o an

inde endent, autonomous sel regulation rocess or hich ever

teacher holds his her res onsibilit in ever social grou . n the

learning rocess, there are not just mere coincidences. The

stories are ri en deliberatel , the are animated and real and

the are learning stories that teachers and children create more or

less consciousl and unconsciousl . The lanning is there ore a

conse uence o acts and the reason or necessit . ver lan has

its theme and content content units . The la er are ormed based

on the gathered acts and de ned determined in the logical

realistic research uestion that ollo s our thinking. The

research uestion is not onl a good guide hen it comes to

determining the education strateg , but it also outlines and

sha es our goal the uture o the learning ath. A art rom the

outcome, the goal also de nes the methodological ath and

e oses the

ossibilities or assessing and evaluating the

measures or determining success ul achievement o the goal.

Moreover, it dictates learning sources, materials and the creation

o the learning environment. Learning environment does not onl

22

represent a space, but it is a philosophy of work, and it includes

actual actions in a s ace, so a thought can be born. A teacher is

not a classic lecturer or an animator or u

eteer. A teacher is a

strategist ho recisel redicts the events and there ore creates

an educational scri t leaving s ace and time in the lan and

education itsel or introducing reactions that ha

en in the direct

real learning stor . The teacher redicts, re ects and lans the

alternatives as ell, so that s he can logicall and e cientl react

to the messages and reactions o the children.



ou are be er re ared or a journe , ou are less likel to ace

une ected situations. The im ortant main art o the didactical

stor is the rocess o im lementing the educational activit . t is

e ui

ed ith the research discover and creativit o children

and teachers and other artici ants in the rocess . During the

creative rocess o discover and develo ment, the teacher

directs the a ention to ards him her sel , to ards children,

methods, education st les, sources and materials as

ell as

to ards the

hole learning educational environment. The

a ention is ocused on all as ects and on the central icture o

ongoing activities and interaction, including the s eci c eatures

in the rocess o ada tation. recisel because o such com le it ,

d namics, e troversion and tolerance, it is im ortant ho the

im lementation o the educational rocess is carried out. t is

recommended to ollo and gather in ormation on learning

ualit , a rocess hich is alive and hich changes all the time

since various eedback, gathered and roven, orms the driving

orce, energ , source o o er in the rocess o education o

children b e ert orkers, arents and other artici ants. n that

respect, all our senses are more than welcome, as are also all the

e ternal detectors that hel to gather, select, sort and decide on

the course o learning rocess. t is an active bank o in ormation

that is created and directed

ith the hel o sel regulative

mechanism in our brains.

23

hile gathering in ormation, the action research ocuses on the

observation o the in ormation through the rism o three as ects

triangulation suddenl , simultaneousl , so that the data rom an

intersection ould turn out to be the most relevant, that hich e

can trust and hich e could use in the uture rocess, es eciall

because e should select one single goal rom the di erent

activities. Sel re ections and joint re ections on ever

educational level in the kindergarten are the source o o er to

start u an learning rocess,

hich is

h

e should a

a ention to ho to im lement them and com are them to the

in ormation obtained directl in educational and edagogical

actions. esides re ecting on the direct events, e should re ect

also on long term im acts and ossible u dates innovations in

the rocess o education that indicate the ell timed current ,

interesting and real needs or u dating the didactic o education.

This means that the didactical ma e tracts and sho s ossible,

logical and vital aths to ard sel im rovement o the educational

vision, didactical u dates rom an organisational and leadershi

oint o vie . t is al a s good to kee the sources that turned out

to be e ective as ell as reserve sources that might come in hand

in the uture.

things are ell oreseen and considered, it is much easier to

leave on a demanding journe , ho ever e need the a areness

that certain circumstances cannot be redicted and e ll just have

to ace the challenges on the s ot. e ll have to be innovative. At

that oint, e ll use the e eriences o the entire team grou .

e start the journe in a good mood as i e are going to a art

that has been ell re ared in advance organised. hen e are

eeling good, our brains orm di erent associations. The release

di erent kinds o electric stimulation and chemical substances and

lead to a di erent goal than the ould i e elt angr , scared or

uninterested. The didactical ma enables the celebration or

ever one and it makes it

ossible to e erience success,

ha

iness, cheer ulness and mostl a desire or learning. t is not

onl the child s mood that counts but also the teacher s

24

ell being, as his her mood strongl in uences the child s

condition his her reaction brain reaction . As the sa , like

a racts like.



This is the basis. n addition, it is necessar to master the entire

situational learning, good observation and assessment and

detecting o the needs and e ectations o the children, teacher,

environment or situation. All these elements dictate a logical

educational rocess that is not arti cial or onl uncontrollable and

lanned onl rom the outside, in no connection ith the real

grou o children and real teacher. oor skills in situational

education and eak assessment can o en sto the natural o o

the learning rocess. There ore, it is im ortant to choose the right

ath or creating a school curriculum.



In order to feel good in the organisation, teachers and a good

team need good and e cient leadership, innovative spirit in the

kindergarten, learning and educating of the entire professional

sta as well as tight mutual cooperation. The same mo o that

applies for children goes for all employees: to be visible, heard and

respected. Everyone forms their own universe and by providing

good conditions and care, (s)he can participate his her best on a

professional and personal level. Taking care for an individual is the

unwri en value of the kindergarten. Satis ed individuals form a

contented harmonised group that reflects and encourages all the

agents in the kindergarten, believes the roject develo ment

team.

25

By developing an innovative element - didactical map - we have

gained a tool that enables expert workers more competent and

holistic planning, implementation, assessing and evaluating of the

educational process from the point of view of improvement and

development of children, expert workers and project work with a

puppet (PWP) itself. It enables professional workers and

management insight into the process of planning, implementing

and evaluating the results, adds the project group.

26



icture the didactical ma or urther instructions visit

h

.vrtectrnovo.si rojekti.html

27

Pe a o ical inno ation III





RRI


The curriculum is a term describing the ongoing work, the learning

lan. There could be one lan. t begins and nishes ith one stor

that has a beginning introduction, middle and end. o ever, the

lan can be continuous and ermanent. t develo s logicall like a

series and it can be a rocess lan including the entire logical

d namics o learning. A rocess school curriculum that does not

include the didactical ma is not necessaril alive, action oriented,

d namic and o en and above all it is not necessaril logical.

There ore, the didactical ma is the essential and ke innovation,

a motion element that u grades rom one e isode to the ne t,

logical or all u ils.

The lan can be moderate, i e believe e ll use onl the things

e alread have and kno . ut it can be enriched, enabling more

and o ering more interesting e eriences. the goal has been cut

do n or is im ractical and ormed as an ans er or rule, then it

cannot rovide o timal ossibilities or research, discover and

re ection, but it onl rovides mechanical learning and re etition

o the things that have alread been heard. The lan that has

multi le la ers multila er in curriculum enables more insight.

Multilayer planning of PWP represents an open learning system

that intertwines and connects co-dependent levels such as: .

arrative level (narration): the puppet and its story as

representation of art, . Thematic level: themes for children's

research and . The level of children's activities: experiential,

process level of basic learning, em hasises the develo ment

team.

28

Inst uction fo up atin cu iculum

Maybe you will be tempted to try to plan, implement, assess and

evaluate the educational rocess o learning ith children and

colleagues in a di erent a . or this reason, e have re ared a

sim le guide manual describing the instructions on dealing ith

this and making the novelt ha

en.

The organisation, i.e. kindergarten school , is an o en learning

environment ith a vision, strateg and mission o a teacher or a

hiloso h o education. All these basic organisational elements

su

ort and com lement each other, having also the o er to

sel im rove and sel restore.

Like ever organisation, our kindergarten also has a clearl set

vision about hat it ould like to achieve. The kindergarten vision

has been modi ing over the ears in the direction o assessing

ne theoretical ndings about child develo ment and achieved

develo ment tendencies o the kindergarten on the level o

school curriculum.

onstant ormative assessment together ith re ections aves

the

a or urther ualitative im lementation o reschool

education and ractice in kindergarten. This art o the vision

re resents the constant in the timeline, a rame ithin hich the

children, expert workers, parents and environment dictate our

tem o, rh thm and content.

The vision is e erienced in mutual creation, hich is develo ed in

a sa e, o en, encouraging and leasant environment,

here

children, management, he ro essional team and arents live ith

each other and learn rom each other.

29



knight games

Given that the kindergarten curriculum is an o en and e ible

national document, it surel gives the o

ortunit to ever one to

create and u date the educational

rocess and dra an

educational lan. The conce t and lan are in arallel ith the

third document the learning lan. All together orm a unit that

enables an inde endent search or the most a

ro riate strateg

o sel develo ment. At the Trnovo kindergarten, the ollo ing

uestion as raised

hat and hich tools do the children and

teachers need in order to develop personal strategies and skills

that are in accordance ith their ersonal develo ment

The management o the educational organisation in uences the

creation o the mentioned documents and conditions or

im lementing the

edagogic

ork. t enables a creative,

innovative and o en learning environment here the hole team

o e ert orkers can sho their skills. The leader instils energ

into co

orkers so the can guide their enthusiasm to ards the

desired goal. The management and e ert orkers constantl

encourage innovativeness and creativeness. Their im acts unite in

joint ro essionalism and originalit . The kindergarten s innovative

coo eration in li elong learning re resents a constant or us.

30

The a areness o autonom creates the conditions or em lo ees

as

ell as or children and their arents, and it creates a

stimulating learning environment, an environment that is

trust orth , su

ortive and o en and in hich ever one can

ollo the mutual goals and creations. Satis action

ith the

achievements is a strong motivation or devoted ork, enabling all

colleagues to be visible, heard and res ected.

ased on that, multi annual and annual school curriculum is

created. t com rises several la ers o the lan and agreements on

the best, most o timal course o learning and education. The

la ers are the ollo ing ersonal curriculum o a child and

teacher, hich is the core o the curriculum. The core has to be

able to sel develo over the li e time. The li e at the institution

and the institution itsel re uest and enable in their oundation

education the children to learn ith the su

ort o e erts and

teachers. A child, human being, learns on his her o n but also

ith the su

ort o teachers, mentors and iser ersons and

through eer and environmental interaction socialisation .

The curriculum lan o the learning course creates, gro s, orms

and comes to li e along ith the ersonal lan o the learning

course o a child human being, individual and less e erienced

one in order that he she becomes more e erienced. This is the

basic ur ose or goal o the creation o learning course

sel learning, sel education, learning rom li e and or li e .

am le Teacher rančka has prepared an interaction between

the teacher, children and puppet. It was a lesson in the Slovenian

language for Perlita the parrot who wanted to learn the language.

The children had been thinking how to help Perlita learn. As Perlita

came to the group, uka brought his lorry. Perlita could not

pronounce the word lorry even a er they tried hard with the

pronunciation for a long time. At the beginning, uka found it

funny, but a er a while, he gave up. e was about to walk away

with disappointment, but a smile suddenly crossed his face.

31

Luka addressed Perlita - the teacher and said: "I know! Try to say

"van", maybe you can do it." Perlita tried very hard and

pronounced the word correctly. Luka felt relieved and happy.

Luka s motivation or learning as restored.

The teacher is

atient,

ersistent and su

ortive. S he

encourages the ormation o the child s ersonal curriculum. This

is a ver good method o diagnostics o the child s re kno ledge

and detection o his her needs and desired e ectations . a

child ishes and hen s he ishes, s he introduces the desires

and e ectations o learning to the teacher, arents or eers. A

child needs to be given enough time to s end it ith eers in

social and learning grou s, so that the can get to kno each

other and to get amiliar ith ho e ects hat, hat the learn

and hat the desire. n this a , a teacher can also nd out the

things a child does et not kno and is not et able to do. And this

is the right moment or a teacher to add his her ersonal

curriculum to the child s the things kno , desire, e ect, hat

are m needs or learning, su

ort, etc. and to introduce his her

e ectations and his her o n curriculum in order that the

students can get to kno each other and give meaning to their

time s ent together as

ell as to encouragement and

coo eration. A grou can ut ersonal curricula on dis la , in

sight, it can outline them and it can resent them in an interesting

a , so that the others can nd themselves in them.



ecause the teacher is amiliar ith the desires and e ectations

o the kindergarten vision, mission,

hiloso h and the

conditions, s he surrounds, ra s and enriches his her ersonal

curricula in the social learning grou

ith the desires and

e ectations o the kindergarten. Thus, individuals become a art

o the learning communit and can there ore in uence their

individual or mutual e ectations in the rocess o ada tation to

li e, education and learning. The management o the kindergarten

is interested in children s ersonal lans or learning together

ithteachers in a

articular learning communit . t also

32

successfully balances and regulates mutual needs and

e ectations. n the rocess, the management has the su

ort o

all the e ert

orkers,

arents and outsourced e erts

consultants.



" My strong point is interpretation, the ability to adapt into the

event, tale and person - a puppet. I have a vivid imagination that

sometimes takes me away from the planned. et, I have

introduced several elements into the group such as ease,

inspiration, cheerfulness, thinking, self-conscience, action and

courage, sa s teacher .A.

Along ith the learning rocess, the ersonal curricula o children

are logicall enriched

ithin the school curriculum o the

kindergarten in arallel ith the e ectations o the broader

social communit , regional local and national lans and curricula

and global visions o the orld. n this a , the children learn and

discover the conditions that give them the ossibilities and

o

ortunities or ne e lorations and discoveries as ell as ne

rich and rm e eriences.



The curriculum is not a one time rocess that is nal but it

continues, it is rocedural and it is e ce tionall use ul or

lanning o the school curriculum in the so called didactical ma

didactics a theor o teaching and the ma a tem late ith a

holistic image o objects elements that in uence the course o

ork, in our case on learning and educating . The didactical ma

re resents a holistic image o elements that guide the teacher

through the rocess o e eriential learning in order to achieve

mutual learning goals.

kno ing a child s ersonal e ectations and orking st les, a

teacher can more easil suggest or guide the child to ard creation

o a mutual didactical or learning stor . n order to create an

educative stor , a teacher, together ith children, gives meaning

to the ollo ing conce ts learning themes, content, units,

33



research uestion and learning goal. Moreover, the teacher

chooses the methods st le, learning rinci les and learning

sources and creates or nds a suitable learning environment in

order to achieve the goal.

ormation of animated cartoon - pixilation

34

Case study

nnovation is a art o our ractice and is integrated into our

ever da ork. ur vision and the set goals guide us to ard

mutual learning coo eration, mutual relationshi s, e change o

e eriences , learning ith a ur ose in order to obtain broad

kno ledge and skills and eatures that adults and children need to

have success ul and ualitative li e and ork as individuals in the

communit children e ert orkers arents environment .

During the rst ear 200 200 o our creation and develo ment

o a edagogic innovation, the entire team o e erts, under the

guidance o Dora Gobec, leader o the develo ment roject, and

in the rame ork o seminars on action develo ment, dealt ith

the develo ment o our so called lanning o the thematic

research,

here

e er ormed s nthesis o rocedural and

thematic lanning. During the second ear 200 200 , e used

the same methodolog and made use o heuristic methods to

e lore ossible a

roaches to the roject ork and rocessed

t o research themes arth and

ater. e gained e eriences

and ro essional skills in ho to guide children according to the

learning methods through discover . During the third ear

200 200 , e created, lanned and develo ed the stor ith a

u

et, thematic units and activities or children. During the

ourth 200 2010 and ollo ing ears, e ormed and continued

the method o roject ork ith a u

et

and its stor . The

u

et has become the third erson . The originalit o the

roject ork ith a u

et has been continued through artistic

and humanistic u grading o the roject ork, and it has been

carried out in a concrete educational rocess. n the ears

2012 201 , e develo ed the didactical ma ith the intention to

evaluate the school curriculum and annual

in collaboration

ith the ducational nstitute. The ma is an innovative tool that

enriches and gives meaning to the holistic lanning o school

curriculum.

35

The entire team o e erts is involved in the educational rocess

or develo ment o innovation. n this a , e can join the things

e do, think and eel in a logical unit. ur learning and education

is roblem oriented, e eriential and directed to ard critical

thinking and develo ment o thinking habits that re resent an

integral art o our learning rocess. n our internal seminars, e

combine

ractical e eriences

ith theoretical kno ledge,

enabling the trans ormation o theor into

ractice and

encouraging the learning o inde endent unctioning. The ractice

leads to ne discoveries, es eciall hen e think about it and

combine it ith the kno ledge, theories and o inions o others.

The re ections are shared ith others in a rela ed and e ual

environment. t is onl through the relations ith others that e

get to kno and control ourselves and give meaning at the same

time to our ro essional mission ithin the diversit o mutual

relations in the orking rocess. This kind o learning hel s us

develo our ideas that e clari , s read, ada t, modi and nall

orm as grou s. Doing that,

e ca ture di erent interests,

characteristic eatures, values, relations ith ourselves and others

and other ersonal and social skills. e are a are that e can be

stronger i e do things together and i e consider other eo le s

kno ledge, o inions and belie s.

The annual rojects o action research hel us gain ne

com etences that im rove our ork. onse uentl , ever one

involved in the rocess is more satis ed and ro essionall

ul lled, including the entire ro essional sta , hich gro s and

learns. This can be observed in be er ualit o ork, be er

understanding o develo mental needs and s eci c eatures o a

child and hat is the most im ortant, greater connection bet een

the ro essional sta and more success ul solving o mutual

challenges.

36

n our research a er o 200 , the kindergarten sta evaluated

the training o e ert orkers or the develo ment o innovation

o the edagogic ractice rom the oint o vie o e eriential

learning and education. The subject o the research as the role

o e eriential learning in the educational rocess, to hich our

kindergarten

a s s ecial a ention. Grou intervie s and

ualitative anal ses o intervie data enabled us to establish ho

the e ert

orkers in kindergarten understand e eriential

learning and ho the im lement it in their ork. The results have

sho n that e eriential learning is understood as a holistic

a

roach that can be im lemented on ever level o educational

ractice at an time. A great source o kno ledge that as gained

through the e eriences as mutual learning in our internal

seminars on develo ment. The ossibilities to learn rom other

co

orkers ho have more e erience re resent a great value or

the teachers. The e eriences are im ortant or coo erating and

acing di erent challenges. Ne kno ledge and e eriences that

the e ert orkers gain and create during the rocess o social

interaction are simultaneousl introduced and tested in their ork

ith children. The are a are o the act that their role, hich is

ocused on the children, is decisive and ver im ortant in the

rocess o e eriential learning o children. Nevertheless, in order

to be success ul in learning, a child needs to be illing and ca able

to learn.

The e ert orkers see the o

ortunities to use their kno ledge

in ractice in learning rom each other

hen the e eriential

learning is not onl gained rom others but the too can be that

source o kno ledge , rom stud ing di erent literature and

theories and through ractical and eld

orksho s, ge ng

amiliar

ith art and culture, the internet,

T in ormation

communication technolog and their direct li e e eriences.



37





Musical instrument which children named "murmurator"

( ubori če)

" If we gladly share the gained knowledge with co-workers, o en

also with parents, we have the possibility and opportunity to

discover and develop on a personal, professional as well as social

level that leads to progress toward critical, independent and

responsible decision making and behaviour" (by management

team).

38

Conclusion

The project work forms the story. The project is one of the forms of

a plan, event planning (events) or expected outcomes. The project

(the concept of project) means the plan or a group of plans in

order to achieve the goal. The projects can be personal or mutual,

usuall in a kindergarten se ng. The roject includes all the

elements that the involved need or its realisation and the

estimation o its ualit or value. The stor can onl be carried out

when the project is implemented. The project planning is needed

for the story to happen.



The project planning includes (is structured from) the plan, which

takes into consideration the starting oint, er ormance o the

activities, evaluation o the e ects outcomes and re orts on the

achievements. The roject ork can onl be modi ed into a

process when it is enriched by the structure of the basic elements

o action research such as re lanning on the basis o re ection,

er orming action, assessing and gathering o in ormation

traceabilit o ac uiring current goal or achieving the basic goal

and ne re ections sel re ection o members and the grou ,

also outside observers consultants, critical riends . The subject is

there ore the introduction o an action lan into the roject

lanning o the didactical learning stor . The stor

ill be

co ormed and erceived di erentl b each individual, though

robabl i all the lanned circumstances are given as an o timal

learning educational, ada tation stor that ill leave a mark in

their long term memor and ill be a leasant e am le or solving

li e challenges. the stor includes a lot o creative elements, the

conce t o creative connectivit o the unkno n ith the things

we already know will leave a permanent mark in our thoughts. If

the story was open to seeking the best decisions, the pupil will

permanently memorise not only the goal itself but the goal that

was accompanied by unusual, extraordinary and rich notes. Thus,

the u il learned ho to create re erence goals and set the ualit

39



measures o success . That a ern

ill hel a u il solve

e ce tional li e changes b using

re erabl an innovative

a

roach more so than a rognosticated one in the current goal .

e ollo this ath, societ does not need to be concerned

about its health and logical rogress and gro th. This sort o

ork ill enable eo le to shar en their senses and to be ast and

skil ul in detecting the right things that the ill be able to use in

the ne t stage.

Traja’s return to space

40

Glossary of terms

We invite you to read our glossary of the selected terms in which

e have brie de ned di erent terms used in this manual. or

further reading, we suggest you to take a peek at the listed

sources.

No.

concept





de nition


1.

a ction

organising activities that have a

research

particular applied development goal

2.

d idactical

tool, auxiliary, learning complement

map

for planning, ful lling and assessing as

well as evaluating educational work

and roles or interactions in the process

3.

i

magination

open area for associations; an

extremely important element for

creativity and creative thinking

4.

f

ormative

regular

assessment;

systematic

assessment

assessment and evaluation of the

observed parameters in a particular

timeframe

5.

i

nnovation

novelty; expected or unexpected,

di erent outcome as a consequence of

complex and holistic thinking and

functioning; new element is a total

novelty or a combination of familiar

elements, formed in a new whole

6.

s

chool

planed,

ful lled,

assessed

and

curriculum

evaluated educational activities

7.

p uppet

medium, the element of art that opens

the imagination; in our case it is "a

child's friend"

41

8.



mental

re ective reaction, children’s feedback

reaction of a to teachers, strategies of child's

child

thinking



9.

p lan

pre-imagined

activity

outline

of

children's and teachers' content.

10.

d iscovery

participation of an individual in

research activities, taking a trip to the

unknown place with the desire to get

to know and nd something new

11.

o pen

open with a wide selection of

learning

contents, activities and materials that

environment enable and encourage numerous



paths, methods, approaches and tools

and which are included in the given

situation and conditions considering all

the key agents

12.

p ersonal

delimitation of the expected and

and mutual desired challenges of an individual or a

goal

group

13.

p edagogic

approach of the planned intervention,

intervention with the purpose to achieve the

imagined e ect

14.



intentional and planned introduction

updating

of /positive/ changes or novelties into

the usual practice

15.

f

eedback

reaction to the given information;

passing and assessing the answer of

the recipient

16.

c

rossing

the possibility for a child to freely

groups

chose activities, adults and peers in

regard to his/her willingness and

interests

42

17. de

velopment

there are 5 levels within the

levels

of innovation project:

novelty

1. personal development

2. introducing excellent practice

3. developing excellent practice

4. invention,

5. innovation

(you can nd more on www.zrss.si

under the tab innovation projects)

18. res earch

basic question that is the centre of

question

further development of thoughts and



actions of our research

19. re ection

consideration, evaluation, feedback,

look back on the work done /by

individual or a group

20. sel

f-

recognition of personal pa erns of

management

thinking, feeling and conducting and

its /good/ handling

21. sel

f-

the process of following the personal

realisation

vision, a tude, potentials

22. sel

f-

following your inner impulse and

education,

carrying them out together with other

self-

impulses;

connecting

and

development

complementing inner and outer

motivation

23. sit

uation

learning from life for life, connected to

learning

observation

and

one's

own

participation in a particular social

situation

24. soc ial learning group that socialises - interconnects

group

and learns at the same time - adapts :

all for one and one for all

25. co

operation

mutual connection and function for

everyone's sake

26. lea rning from mutual sharing of skills, experiences,

each other

knowledge and support

43

27. lea rning

environment o ering the possibilities

opportunity

for cognition and acquirement of

something new, yet unknown, a

challenge

28. tea ching

something that a racts us irresistibly

magnet

and irrepressibly in order to get to

know, research and nd something

new

29. mu ltilayer

levels of planning the course of

curriculum

learning that continuously

complement are the following:

personal (of a child and a teacher),

school or kindergarten, local or

regional, national and global; multi-

level connection and co-dependent

in uence of several factors while

creating the map that leads to the

chosen, imagined, expected and

desired goal

30. sto ry

narration; context; the world of

making sense that is wri en down and

lives on paper



44

Bibliography

1. Antič, S. 200 . ndikatorji adovoljstva star ev vrtcem.

Magistrska naloga.

2. Antič, S., Gobec, D., Garvas, M., Kolar, M. 200 . ris

v gojnega konce ta edukacijskega modela temeljnega

učenja v rtcu Trnovo. Sodobna edagogika, letnik 2, t.

,

str.

0.

. Antič, S., Gobec, D., Garvas, M., Kolar, M. 200 . gojna

kom onenta okoljske v goje v edukacijskem modelu rtca

Trnovo. a iskovalno i obra evalno sredi če Dvorec akičan,

. Mednarodni nanstveni osvet na temo kologija a bolj i

jutri. 1 . 1 . a ril 200 , str. 24 2 1.

4. atistič orec, M. 200 . a vojna sihologija in v goja v

vrtcih. Ljubljana n titut a sihologijo osebnosti.

. Garvas, M. 2010 . kustveno učenje kot raksa in teorija

i obra evanja in us osabljanja strokovnih delavcev v rtcu

Trnovo

evalvacija

nadaljnjega

i obra evanja

in

us osabljanja vidika i kustvenega učenja . Andrago ka

s o nanja, t 1, leto 2010. Ljubljana.

. Gobec, D. 2000 . take smo snovi kot sanje. rojektno

delo lutko edago ki model milanskih vrtcev. Lutka,

ebruar 2000, t.

, str.

4 .

. Gobec, D. 2011 . godba o inoviranju vrtca, s reminjanju

lokalne sku nosti in i ivih dru bi. Mednarodna kon erenca

loga kakovosti vrtcev ri oblikovanju ugleda mestne občine

lokalne sku nosti in ir e. organi aciji rtca Trnovo,

Ljubljana.

. Komljanc, N. 200 . Skriti aklad inovacijski rojekti

v gojno i obra evalnih avodov v sodelovanju avodom S

a olstvo in Ministrstvom a olstvo in

ort. Ljubljana,

avod e ublike Slovenije a olstvo.

45

. Komljanc, N. 200 .

čenje je svobodno.

goja in

i obra evanje a človekove

ravice.

edago ki in titut

Ljubljana, str.

101.

10. Komljanc, N. 200 . Kurikulum kaj osodabljati in kako.

Kurikul kot roces in ra voj. bornik ris evkov. avod S a

olstvo, str. 0

.

11. Komljanc, N. 2010 .

smerjanje osebnega ra voja.

a redni ouk. avod S a olstvo. evija, letnik 12, t. 1, str.

4 .

12. Komljanc, N. 2012 . Konce t od rtega učenja. Trajnostni

ra voj v oli in vrtcu. avod S a olstvo. evija, letnik , t.

1 2, str. 11.

h

.edi lome. m k .si Antic Su ana 200 0 2 . d

.2.201 .

1 . h

. rss.si de ault.as rub 212. 1 . .201 .

14. h

.vrtectrnovo.si rojekti.html . 1 . .201 .

1 . igotski, L. 1

. Mi ljenje i govor. Nolit, eograd.

46