natgillin/translations-raw huggingface dataset:
Sylva and colleagues studied the effects of the whole array of preprimary care and education provisions in the United Kingdom (England), including the public system of nursery classes and reception classes for 4- to 6-year-olds, in a sample of about 3 000 preschool-aged children (Sylva et al., 2004, 2007a).
Sylva in sodelavci so raziskovali učinke cele palete predšolske ponudbe v Združenem kraljestvu (Angliji), tudi javni sistem »vzgojnih skupin« in »skupin« priprave na šolo za štiri- in šestletnike, in sicer na vzorcu okoli 3 000 predšolskih otrok (Sylva et al., 2004, 2007a).
Using a value-added approach (multilevel regression analysis), and controlling for the effects of language and literacy activities in the home environment, the standardized effects of public preprimary provisions on precursors of school learning were estimated in 0.6 to 0.7 range.
Z analizo dodane vrednosti (večnivojsko regresijsko analizo) in nadzorovanjem ter merjenjem jezikovnih učinkov in pismenosti v domačem okolju so dobili oceno standardiziranih učinkov javnih predšolskih programov kot znanilcev uspešnosti šolskega učenja v razponu od 0,6 do 0,7.
These effects, although decaying in size over time, were sustained far into primary school.
Ti učinki so se, čeprav so s časom slabeli, ohranjali še dolgo v primarni šoli.
Based on a national panel study, Caille (2001) reports that attending the French nationwide preprimary system (école maternelle)reduces class retention of low income and immigrant children in primary school by 9 to 17 %.
Caille (2001) na podlagi nacionalne študije poroča, da se je z udeležbo otrok staršev z nižjimi dohodki in otrok priseljencev v francoski nacionalni predšolski sistem njihovo zaostajanje za sovrstniki v osnovni šoli zmanjšalo za 9 do 17 odstotkov.
Previously, Jeantheau and Murat (1998) reported for the same panel increased levels of general world knowledge, early literacy, early numeracy, and time and space concept knowledge upon the start in primary school as a likely consequence of attending preprimary school (unfortunately, no standard effect sizes were reported to make comparisons with other studies possible).
Pred tem sta Jeantheau in Murat (1998) ob isti nacionalni študiji poročala o izboljšanju splošne razgledanosti, zgodnje bralne in matematične pismenosti ter konceptualnega dojemanja časa in prostora, na kar je verjetno vplivala predšolska vzgoja (na žalost pa ni bila narejena ocena standardnega kazalca učinka, da bi lahko primerjali rezultate s preostalimi podobnimi študijami).
Chapter 1: The Impact of High Quality Education and Care on Young Children: Review of the Literature qualification, the lower intensity, the later age of onset, and the lack of a multisystemic approach which targets also the parents and the communities.
V primerjavi z drugimi uspešnimi programi Ramey in Ramey (2004) navajata naslednje dejavnike: na splošno nižja izobrazba osebja, nižja intenzivnost, poznejši vstop in pomanjkanje večsistemskega načina dela, v katerega so zajeti tudi starši in skupnosti.
The mixed results indicate that the quality and quantity of the provision matters, in particular so-called process quality, referring to pedagogical approach and curriculum, and structural quality, referring to characteristics as group size, staff-child ratio, teachers’ training level, teachers’ salaries, and stability of staff (low turn-over).
Mešani rezultati kažejo, da se kakovost in količina ukrepov, še zlasti tako imenovana procesna kakovost, nanašata na pedagoško delo in kurikulum, strukturna kakovost pa na značilnosti, kot so velikost skupine, razmerje med številom odraslih in otrok v oddelku, izobrazba učiteljev, plače učiteljev in stabilnost osebja (nižja stopnja menjavanja zaposlenih).
For instance, Gilliam and Zigler (2000) found that preprimary schools in USA states with higher level staff training and more favourable staff-child ratios, were far more effective than preprimary schools in states with lower mandatory quality.
Gilliam in Zigler (2000) sta na primer ugotovila, da je bila priprava na šolo v ameriških zveznih državah z bolj izobraženimi zaposlenimi in boljšim razmerjem med številom osebja in otrok dosti učinkovitejša kot v državah s slabšo obvezno strukturno kakovostjo.
Large scale public preprimary schools tend to work in a mono-systemic manner, putting less effort in working with parents and supporting families, which may render them less effective than the model combination programmes discussed above. Love et al.
Delo v javnih vrtcih je precej enosistemsko, manj pozornosti se posveča sodelovanju s starši in podpori družin, zaradi česar je lahko manj učinkovito kot v prej omenjenih kombiniranih modelih. Love s sod.
(2005) found that the Early Head Start programmes that combined a centrebased approach with parent support and that fully implemented quality standards yielded the strongest impact.
(2005) je ugotovil, da so bili zgodnji programi Head Start, v
In addition and intertwined with quality characteristics such as a small children-to-teacher ratio, the quantity or ‘dose’ of early education may matter.
Poleg tega se s tem, kar je značilno za kakovost, npr. razmerje med številom osebja in otrok, prepleta tudi količina ali »odmerek« predšolske vzgoje.
Gorey’s (2001) review suggest that starting age, intensity and duration of participation are decisive factors, which in large scale (late starting, half-day, low intensive) programmes may not be optimally met.
Goreyevo (2001) poročilo kaže, da so odločilni pozitivni dejavniki starost, pri kateri se predšolska vzgoja začne, intenzivnost in trajanje predšolske vzgoje, čemur pa raznovrstni obsežni programi (relativno pozen začetek, poldnevni program, neintenzivnost) ne morejo optimalno zadostiti.
Consistent with this, Jeantheau and Murat (1998) and Caille (2001) report a stronger effect of an earlier start in the French preprimary system, at age 2 compared to age 3, on early school skills and class retention in the first grades of primary school, especially for low income and immigrant ethnic minority children, whereas starting at age 4 had hardly any compensatory influence for these children.
Skladno s tem Jeantheau in Murat (1998) ter Caille (2001) poročajo, da ima zgodnejši vpis otroka (močno se pozna razlika ob vpisu pri dveh letih v primerjavi s tretjim letom) v francoski predšolski sistem močnejši vpliv na zgodnje šolske spretnosti in dojemanje snovi v prvih razredih primarne šole, kar velja zlasti za otroke staršev z nižjimi dohodki in otroke pripadnikov etničnih manjšin, vpis v četrtem letu starosti pa ima zelo majhen kompenzacijski učinek.
The issues of pedagogy and curricular approach and structural quality conditions will be examined further in sections 3 and 4 hereafter.
Vplive pedagogike, kurikuluma in izpolnjevanje pogojev za strukturno kakovost bomo raziskali v 4. in 5. razdelku.
Good quality centrebased day care can have beneficial effects on lowincome and ethnic minority children’s language and cognitive skills as well.
Kakovostno institucionalno dnevno varstvo ima lahko pozitiven učinek na kognitivne in jezikovne spretnosti otrok staršev z nizkimi dohodki in otrok priseljencev.
If centrebased day care is of above-average quality, there will be medium-sized cognitive and language benefits for children of lowincome and ethnic minority families, as was revealed in studies from Sweden and the USA (Andersson, 1992; Broberg et al., 1997; Burchinal et al., 2000; National Institute of Child Health and Development Early Child Care Network, NICHD ECCN, 2002).
Če je dnevno varstvo (vrtec) nadpovprečne kakovosti, bo, kot razkrivajo švedske in ameriške študije (Andersson, 1992; Broberg et al., 1997; Burchinal et al., 2000; National Institute of Child Health and Development Early Child Care Network, NICHD ECCN, 2002), na otroke staršev z nizkimi dohodki in otroke priseljencev ter na razvoj njihovih kognitivnih in jezikovnih spretnosti srednje močno vplivalo.
Similar findings were recently reported in the United Kingdom, revealing a significant compensatory effect of good quality daycare centres for the most disadvantaged low income and immigrant children (Sylva et al., 2004).
Podobno so nedavno ugotovili v Združenem kraljestvu, kjer so odkrili, da ima kakovostno dnevno varstvo pomemben kompenzacijski učinek na najbolj prikrajšane otroke staršev z nizkimi dohodki in otroke priseljencev (Sylva et al., 2004).
Although the social and economic function of non-familial centrebased day care and its financing and regulation systems may be quite different from preprimary schools, from the point of child development they can be considered related systems on the same continuum.
Čeprav se lahko socialna in ekonomska vloga, financiranje ter regulacijski sistem dnevnega varstva precej razlikujejo od organizirane priprave na šolo, pa sta s stališča otrokovega razvoja sorodna sistema.
The effects of centrebased care are increased if a centre’s quality is higher, if children participated before school for longer time and more intensively – thus, if they received a greater ‘dose’ – and if the children come from families with a poor informal education climate, which points to a compensatory effect.
Če je kakovost institucionalnega varstva dobra, če so otroci v njem daljši čas pred vstopom v šolo in intenzivneje – če torej dobijo večji »odmerek« – in gre poleg tega za otroke iz družin, v katerih je vsakdanja domača vzgoja šibka, so učinki večji.
However, many studies have shown that lowincome families and ethnic minority families tend to select lower quality care types.
Toda številne študije razkrivajo, da družine z nižjimi dohodki in etnične manjšine izbirajo varstvo slabše kakovosti.
This point is taken up below in section 5.
Tega se dotaknemo v 6. razdelku.
A recent evaluation of the Infant Health and Development Program (IHDP) for mainly (80 %) African-American newborns with low birth weight and other medical risks provides further evidence (Lee, 2005; Hill et al., 2003).
Nedavna evalvacija programa Zdravje in razvoj dojenčkov (Infant Health and Development Program IHDP) za večino (80 odstotkov) afroameriških novorojenčkov, rojenih s premajhno težo in drugimi zdravstvenimi težavami (Lee, 2005; Hill et al., 2003), ponuja nadaljnji dokaz.
IHDP provides high quality day care, starting at 12 months, developmentally appropriate educational home
Program zagotavlja zelo kakovostno dnevno varstvo z možnostjo vpisa pri 12 mesecih, razvojno ustrezne domače vzgojne dejavnosti in oporo družini.
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities activities and family support.
1. poglavje: Vpliv najkakovostnejše predšolske vzgojein varstva na majhne otroke: pregled...
The study focused in particular on the long term effects – up into primary school – of a very early start (within a few months after birth), high intensity of use (30 hours per week or more), and long duration of non-parental day care.
(30 ur na teden ali več) in dolgotrajnega nestarševskega varstva.
The study confirms the overall modest to moderate cognitive and language benefits of centrebased day care.
Študija razkriva zmerne do srednje pozitivne spoznavne in jezikovne učinke otroškega varstva.
However, the study also shows negative effects of the quantity of day care on socialemotional outcome measures for school-age children (more externalising problem behaviour), regardless day care quality or quality of the home environment.
Toda prav tako razkriva, da ima kvantiteta dnevnega varstva, ne glede na njegovo kakovost ali kakovost domačega okolja, negativne socialne in čustvene učinke na otroke med šolanjem (bolj izraziti vedenjski problemi).
Perhaps a very early start and very intensive use at an early age is not recommendable.
Mogoče zelo zgodnje in intenzivno dnevno varstvo le ni priporočljivo.
Home-based preprimary school education andfamily support
Domača priprava na šolo in družinska podpora
Although programmes occasionally have sizeable effects on children’s cognitive and language skills and their socialemotional behaviour, a recent meta-analytic review – comparing the aforementioned programmes with the centre based (combination) programmes discussed previously – indicates that home-based education programmes are less effective than centrebased programmes (Blok et al., 2005).
Čeprav imajo ti programi včasih pomemben učinek na razvoj otrokovih kognitivnih in jezikovnih spretnosti ter socialno-čustveno vedenje, pa nedavna metaanaliza – primerjava s prej predstavljenimi programi, zlasti javnimi (kombiniranimi) programi – razkriva, da je domača predšolska vzgoja ponavadi manj učinkovita od institucionalne (Blok et al., 2005).
There may be several explanations.
Za to je nekaj razlag.
Parents as primary intervention agents are rarely sufficiently skilled to carry out such programme activities.
Starši niso primerno usposobljeni za programske naloge.
For example they may be illiterate or the home language may not be the language of instruction.
Lahko so na primer nepismeni ali njihov pogovorni jezik ni učni jezik.
Another explanation is that the home situation may not be conducive to optimal learning.
Druga razlaga je, da domače okolje ni najprimernejše za optimalno poučevanje in učenje.
For example, there may be multiple stressors present, hindering the effective implementation of the programme (van Tuijl et al., 2001).
Doma je na primer lahko več stresnih dejavnikov, ki ovirajo učinkovito izvajanje programa (van Tuijl et al., 2001).
The home-based education model, however, may be an appropriate instrument for promoting balanced bilingual development and empowering ethnic minority families.
Vendar pa je domača predšolska vzgoja lahko primerna za spodbujanje uravnoteženega dvojezičnega razvoja in krepitev etnično manjšinskih družin.
In view of the fact that it is often not possible to provide bilingual education in preprimary centres and elementary schools because of financial or staffing constraints, or political objections, involving parents as L1-experts may offer an alternative approach.
V predšolskih institucijah in osnovnih šolah zaradi finančnih omejitev, premajhnega števila zaposlenih ali političnih zadržkov pogosto ni mogoče zagotoviti dvojezične vzgoje in izobraževanja, zato so lahko starši kot poznavalci J1 primerna druga možnost.
Leseman and van Tuijl (2001) reported medium-sized effects of the Turkish version of a home-based education programme on Turkish-Dutch children’s L1 vocabulary and grammar (but, of course, not on their L2) development as well as on general cognitive and academic skills tested in Dutch as L2, indicating transfer at the cognitive level, whereas the participation of these children in the pre- and primary school promoted their L2 development.
Leseman in van Tuijl (2001) sta predstavila srednje velik učinek turške različice domače vzgoje na razvoj besedišča in slovnice turškonizozemskih otrok (toda ne na njihov J2), pa tudi na splošne spoznavne in šolske spretnosti v nizozemščini kot J2, kar kaže na transfer na spoznavni ravni; prisotnost teh otrok v vrtcu in primarni šoli pa je spodbujala razvoj njihovega J2.
Centrebased care and education: pedagogy and curriculum
Zdaj bi tako ravnanje imenovali »razvojno«. Montessori ga je razširil z individualiziranim kurikulumom z mislijo na razlike med razvojnim tempom in notranjo motivacijo otrok.
Although some authors maintain that the issue of pedagogical approach and curriculum content is rather immaterial to the efficacy of preprimary care and education, closer examination of short and long term effects of different approaches and curricula, and of the differential effects of programmes on basic skills and more profound learning-related competences, supports an opposite conclusion.
Tak pogled zdaj pojmujemo kot »usmerjenost na otroka«, saj upošteva otrokovo samoiniciativnost, izbiro in samoodločanje. Med zgodnje značilnosti predšolske vzgoje in varstva spada tudi seznanjanje z resničnimi življenjskimi dejavnostmi (Fröbel) ali projekti (Dewey), s čimer so otroke spodbujali k opravljanju dejavnosti, podobnih dejavnostim odraslih v njihovi skupnosti.
The issue of ‘quality’ and ‘pedagogy’ has led to heated debates in the research literature, as well as among practitioners.
Pri Fröblu so to dejavnosti, kot so pletenje, šivanje, oblikovanje gline in prepogibanje papirja.
The current debate is about the balance between developmentally appropriate practices (abbreviated as DAP, also referred to as ‘social-emotional orientation’) and didactic (with direct instruction) or academic approaches (with a strong focus on basic language and cognitive skills, relating to initial reading, writing and math, but not necessarily direct instruction).
Dewey je menil, naj se otroci seznanjajo z njim prilagojenimi dejavnostmi odraslih, kot so pletenje, tesarstvo, ali naj bodo postavljeni pred relativno zapletene življenjske probleme, ki jih morajo rešiti v medsebojnem skupinskem sodelovanju v navidezni igri. Danes bi vpeljevanje družbenih praks odraslega sveta v kurikulum za majhne otroke označili kot »avtentično« ravnanje.
The early pedagogues
Vplivi raziskav o otrokovem razvoju
Historically, broad cultural views and values regarding the societal function of early childhood education and care, and specific theories about the nature of young children and their learning and development, have informed the pedagogical and curricular approaches to programmes in early childhood care and education (for an overview, see Nourot, 2005).
Toda razvojne in izobraževalne vede niso prispevale enotnih, nedvoumnih smernic. Vzpon bioloških znanosti je v nekatere sisteme in programe predšolske vzgoje vnesel močno stališče o dozorevanju in tako po eni strani v kurikulumu krepil usmerjenost na otroka ter namenil pomembno vlogo fizični in socialni igri, po drugi pa je ločil predšolsko vzgojo od šolskega izobraževanja.
Famous and still influential pedagogues of early childhood education and care such as Pestalozzi, Fröbel, Dewey and Montessori developed their approaches in critique on the care and educational practices in the asylum type of child care and the primary schools of their times.
Kot nasprotje temu je vzpon behaviorizma okrepil vlogo poučevanja in učenja z uporabo dražljajev za oblikovanje jezika in spoznavnega ter socialnega vedenja majhnih otrok.
Pestalozzi, Fröbel and Dewey saw early childhood preprimary schools as an extension of the ideal home environment and stressed the importance of emotionally secure, loving relationships, which meant that a teacher should not exert strict discipline and should guide children in discovering the world instead of teaching them.
Drugi pomembni znanstveni prispevki so najprej Piagetova teorija spoznavnega razvoja kot graditve kompleksnih in abstraktnih spoznavnih spretnosti v okviru igrive interakcije med predmeti in simboli, kjer otroka žene notranja motivacija po obvladovanju njegovega sveta, neke vrste vmesna teorija med dozorevanjem in teorijami o učenju.
Following the principle ‘from the near to the far’, curricula involved play and discovery activities with concrete – often specially designed – objects such as cubes, cylinders, triangles and rectangles, materials such as cloth, wood, clay, sand and water, and plants and animals in the garden in order to help children discover general principles of the physical and biological nature.
Drugi prispevek je pozneje »odkriti« Vygotskyjev socialni konstruktivizem, ki je temeljil na Piagetovi teoriji, vendar poudarjal vlogo odraslih in učiteljev kot predstavnikov širše kulture v otrokovem razvoju.
Today, this approach would be called ‘developmental’.
Obe teoriji in pedagoški načini, izhajajoči iz njiju, so poudarjali konstrukcijo,
Montessori extended the developmental approach to a more individualized curriculum, in view of the differences in developmental pace and intrinsic motivation between children.
simbolično (navidezno) igro in sodelovanje med otroki kot temelj širšega spoznavnega in socialnega razvoja (Copple et al., 1984; Verba, 1998).
Today, this view is represented in the notion of ‘child-centredness’, stressing the importance of allowing children initiative, choice and self-determination.
Vygotskyeva zapuščina je ozaveščenost o pomenu kulturnega učenja, ki ga posredujejo učitelji in drugi odrasli.
Another characteristic of these early approaches to the education and care of young children was the introduction of real life activities (Fröbel) or projects (Dewey), meaning that children were stimulated to do activities that resembled the activities of the adults in their communities.
S kulturnim učenjem je označeval spoznavni in jezikovni razvoj kot način vpeljevanja otroka v kulturne prakse skupnosti odraslih in učenje kot uporabo kulturnih izdelkov skupnosti (v današnji družbi to velja predvsem za višje spoznavne, matematične, jezikovne in pisne spretnosti).
In Fröbel’s case this included activities like weaving, knitting, molding clay, and paper folding.
Vygotskyeva teorija je znanstvenike spodbudila k preučevanju otrokovega razvoja kot procesa akulturacije (Ro-go, 2003).
In Dewey’s approach children were presented with child-sized versions of adults’ occupations, like weaving and carpentry, presenting children with rather complex real life problems which they as cooperative groups in a kind of make-belief play had to solve.
Za sedanjo razpravo o predšolskem kurikulumu pa je pomembno spoznanje, da predšolski otroci zelo radi opazujejo odrasle med vsakdanjimi opravili v njihovem delovnem okolju in imajo notranjo željo po posnemanju, na primer pri uporabi tehnologij v povezavi z opismenjevanjem.
Today, this approach of introducing cultural practices of the adult world into the early childhood curriculum would be qualified ‘authentic’.
Pojma »nastajajoča/vznikajoča pismenost« (emergent literacy) in »vznikajoča števnost« (emergent numeracy) sta bila skovana za označevanje otrokove spontane želje, da bi se sami naučili pisati, brati, šteti, razvrščati, meriti in med seboj primerjati različne vrste predmetov (seveda vse to z opazovanjem in posnemanjem odraslih).
the development of children and their impact on pedagogical
Takšna spoznanja so pomembna v povezavi z razpravami o tem, kaj je primeren temelj za predšolsko vzgojo.
However, developmental and educational science did not provide univocal guidelines.
Še ena linija znanstvenega raziskovanja je s časom dobila velik vpliv na oblikovanje predšolske vzgoje.
The rise of the biological sciences led to a strong ‘maturational’ view in some systems and programmes of early childhood care and education, reinforcing on the one hand child-centeredness and giving a prominent place to physical and social play in the curriculum, but on the other hand separating early childhood education further from school education.
Bolwbyevo odkritje izjemnega pomena varne navezanosti dojenčka na odraslega skrbnika kot temelja za zdrav čustveni in socialni razvoj je označevalo začetek po vsem svetu razširjenega raziskovalnega programa o otrokovih socialnih vezeh v zgodnjem otroštvu; pozneje se je razširil še na zgodnjo nedružinsko predšolsko vzgojo in varstvo.
In contrast, the rise of behaviourism emphasized learning and teaching, using stimuluscontingencies to shape language, cognitive and social behaviour in young children.
Ugotovitve teh raziskav kažejo, da je senzibilno-odzivna vzgoja (sensitive-responsive care) najmočnejši dejavnik varne navezanosti (de Wolff in van IJzendoorn, 1997).
Both theories, and the pedagogical approaches that were based on them, stressed construction and symbolic (pretend) play and peerinteraction as the basis of broad cognitive and social development (Copple et al., 1984; Verba, 1998).
To pomeni, da se morajo starši hitro in primerno odzivati na znake otrokove stiske, da morajo z otrokom delati vzajemno in se na njegove pobude odzivati smiselno, obenem pa mu ponuditi spodbudo, primerno njegovim letom (to je vokalizacijo, govorjenje, skupno branje knjige, igranje in »gradbene materiale«).
Vygotsky’s legacy, however, also increased awareness of the importance of cultural learning as mediated by teachers and other adults.
Aplikacija tega na skrbnike in učitelje v zgodnji predšolski vzgoji in varstvu ponuja podobne smernice in poudarja pomen učiteljeve senzibilnosti, čustvene podpore in nevsiljivosti pri vzajemnem delu z otrokom.